ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of the COVID-19 Pandemic on Higher Education in Nigeria: University Lecturers&apos; Perspectives
Author: Yunusa, Abdullahi Abubakar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Higher Education,College Faculty,Teacher Attitudes,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Distance Education,Barriers,Technological Literacy,Teaching Skills

The entire globe is battling the novel coronavirus disease (COVID-19) outbreak, which has caused a downward spiral in many nations' economies, particularly in the higher education contexts. A growing number of universities have either postponed or cancelled academic activities. A few universities have intensified measures to prevent face-to-face interactions, intending to protect staff members and students from this highly contagious disease. This study investigates the COVID-19 impact on the higher education sector in Nigeria. Interview sessions involving seven lecturers across five universities in three geographical locations of Nigeria were conducted. The interview data were gathered using digital applications, such as Zoom cloud meetings and Skype, transcribed into a textual format, and further analysed. Six themes with corresponding sub-themes emerged from the study. In the final analysis, results revealed that COVID-19 negatively impacted several universities. This study presents opportunities for responding issues, problems and trends that are currently arising and will arise in the future due to the impact of the COVID-19 pandemic in the Nigerian higher education system.
Use of ICT in Teaching Vocational Subjects
Author: Banagiri, Richa
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Vocational Education,Foreign Countries,Barriers,Program Effectiveness,Cognitive Style

In today's modern world, globalization has completely changed the way of working. How we live, learn, work, and even define work has changed due to new information and communication technologies. It can be stated that human capital fuels the modern economy, but in reality, the information and communication technology revolution has turned intelligence into a valuable commodity. In today's economy, economic growth is based on mental intelligence rather than physical strength, and its worth is generated by recruiting knowledgeable workers and continuing to learn. Therefore, incorporating information and communication technology (ICT) into vocational and technical education and the educational system has a vast range of consequences for teaching and learning. ICT has enormous potential in developing vocational and professional teaching and learning content. Therefore educators have to be mindful in incorporating ICT into the educational transfer framework. However, this may result in typical guidance problems that come with reform, as it is, after all, an invention. Therefore, educators must be able to balance the advantages and disadvantages of embracing ICT as a tool.
Cultural Transfer Resources/Fütüvvetnames in Teaching Turkish as a Foreign Language
Author: Çelik, Halit
Date: 2022-01-00
Type: Journal Articles
Subjects: Turkish,Second Language Learning,Cultural Education,Foreign Countries,Cultural Awareness

Cultural elements in teaching Turkish as a foreign language should be given as a whole, inseparable from basic language skills. What the cultural elements are is expressed in various frame texts. Culture is a reflection of an ancient accumulation that reflects a nation. In this respect, the sources to be addressed in the transfer of culture should be determined correctly. In this study, rules and regulations of the Turkish-Islamic guild (Fütüvvetname), one of the cultural transfer resources in teaching Turkish as a foreign language, are discussed. In this study, the reason for choosing Burgazi's work, which deals with the rules of social life, is that it contains elements of cultural transfer in teaching Turkish as a foreign language. In this research, qualitative research method was used. The &quot;Fütüvvetname&quot; of Yahya Bin Halil Bin Çoban El Burgazi was analyzed by document analysis method, one of the analytical research methods. Suggestions on the use of cultural elements discussed in Burgazi's &quot;Fütüvvetname&quot; in teaching Turkish as a foreign language are discussed. Materials on cultural-social elements that can be used in language teaching can be produced around the social harmony suggestions that Burgazi gathered in 124 rules. The expressions about the order of social life in the Fütüvvetnames maintain their vitality today. These advices are guiding elements for individuals who learn languages and try to get to know the cultural elements of the target language. According to the results of the research, cultural transfer can be made in teaching Turkish as a foreign language with &quot;Fütüvvetname&quot; works. [This paper was presented on 18-22 August 2021 at the International Prof. Dr. Ahmet Haluk Dursun Turkish Culture Symposium.]
Investigating the Effectiveness of Solution-Focused Group Counselling and Group Guidance Programs to Promote Healthy Internet Use of University Students
Author: Sagar, Mehmet Enes
Date: 2022-01-00
Type: Journal Articles
Subjects: College Students,Internet,Computer Use,Safety,Program Effectiveness,Counseling Techniques,Addictive Behavior,Intervention,Psychotherapy,Foreign Countries,Group Counseling

This research aims to investigate the effectiveness of a &quot;solution-focused group counseling program to increase healthy Internet use&quot; and &quot;group guidance to increase healthy Internet use&quot; to increase healthy Internet use among young people. The study group for the research comprised 39 university students (22 females 56%, 17 males 44%). In this study, the Personal Information Form, Interview Form and Problematic Internet Use Scale were used as data collection tools. Analysis of data used the ANOVA for mixed measures and content analysis of interviews with participants in the solution-focused group counseling program about increasing healthy Internet use about their experiences. In the results of the research, it was determined that the solution-focused group was more effective than the guidance group and the control group. It was determined that the guidance group was also more effective than the control group. In addition, it was determined that this differentiation in the groups continued to be effective in the follow-up measurements made 3 months after the completion of the application.
Affect, Fear, and Openness in an Antiracist Writing Classroom
Author: Williams, Amy D.
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Seniors,Language Arts,Racial Bias,Social Justice,Consciousness Raising,Affective Behavior,Writing (Composition),Writing Instruction,Fear,Self Efficacy,Grade 12,Ethnic Stereotypes

At a time when antiracist teaching is increasingly needed, this article reports on an IRB-approved, mixed-methods study of high school seniors' affective experiences in an antiracist English language arts classroom. We find that students in this study became less scared and more confident writers. They attributed these positive changes to antiracist teaching that was designed to help them develop openness and new perspectives about race, inequality, and social justice. We argue that as students experienced openness as an affective (rather than only cognitive) disposition, they became more comfortable with the fearful affect associated with writing. We suggest that an antiracist curriculum that intentionally attends to openness and affect can confer political, social, intellectual, and emotional benefits; it can also make students less afraid of writing.
Dada and Surrealism in the Composition Classroom: A Transgenre Approach to Basic Writing Pedagogy
Author: LaFollette, Kristin
Date: 2021-00-00
Type: Journal Articles
Subjects: Basic Writing,Art Expression,Interdisciplinary Approach,Art Activities,Art Education,Assignments,College Instruction,Visual Arts,COVID-19,Pandemics

The Dada and Surrealist movements are known for producing work that challenges reader-viewers' perceptions of reality. These movements also prompted creators to experiment with unexpected mediums and materials, and this can be seen through the intersection of visual art and writing. This essay emphasizes the importance of an interdisciplinary approach to the teaching of Basic Writing and proposes an approach that uses the tenets of Dada and Surrealism as starting points for enacting an arts-based, transgenre pedagogy. Focusing on three Basic Writing courses as case studies, the essay explores the benefits of this arts-based pedagogical approach and assignments that require students to engage in art-making and writing simultaneously.
Encouraging Student Voices: Toward a Voice-Based and Antiracist Culture from the MA Program to Basic Writing
Author: Baez, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: Basic Writing,Student Teachers,Masters Programs,Professional Development,Multilingualism,Writing (Composition),Code Switching (Language),Writing Instruction,Educational Background,Racial Bias,Race

The authors discuss their process of actively working to generate interest among graduate students and faculty to change approaches to Basic Writing pedagogy, emphasizing personal writing and antiracist pedagogies at College of Staten Island CUNY, a large public university. The authors argue that master's level coursework and faculty professional development can forward an agenda that values multilingual writers and their voices through code-meshing. In particular, we focus on MA student teachers' composition theory backgrounds and how they express them in Writing Program professional development workshops and further into the classroom. The lead writer, an alumna of the CSI MA program in English, discusses the content of her thesis--focusing on code-meshing and voice development--and how she showcased this work as a teaching assistant for our grad program, further serving as a voice and advocate for Writing Studies on campus.
When Bootstraps Break: Re-Examining Assumptions about the Symbolic Capital of Immigrant Students&apos; Personal Persistence Narratives
Author: Suh, Emily K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Basic Writing,Immigrants,Personal Narratives,Student Experience,Writing Instruction,Tutoring,Identification (Psychology),Educational Environment,Participation,Communities of Practice,College Students,Adults,Persistence,English (Second Language),English Language Learners

In the hopes of deepening Basic Writing instructors' critical awareness of their authority in assigning meaning to student experience, we present a case study of two adult-arrival immigrant students. We explore the ways that writing instructors and tutors encourage students' personal narratives of persistence--rather than actual persistence habits--and shape their academic and person identities, at times in ways beyond students' choosing. We call into question the relevance and utility of applying the popular theoretical framework of symbolic capital (Bourdieu) to Basic Writing and college literacy pedagogy. Instead, we call for Basic Writing instructors to respond to students' personal narratives as a form of participation within a specific academic discourse community. This work requires refocusing the learning environment as a community of practice to center student agency alongside educators' and students' participation goals, while providing students with an explicit introduction to participation expectations so that they can make informed decisions about how and when they choose to share personal stories.
A Test for Understanding Simple Fractions among 5th Grade Students at the Beginning of Lower Secondary Education
Author: Karika, Tímea
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 5,Mathematics Instruction,Fractions,Mathematical Concepts,Concept Formation,Visualization,Visual Aids,Teaching Methods,Foreign Countries,Mathematics Tests,Test Reliability

In this research, a new test for understanding simple fractions has been developed for students at the beginning of lower secondary education. In many countries, mathematics education in Grade 5 builds on elementary students' developing concepts of fractions. Understanding fractions causes many difficulties for students, and research on mental representations of fractions suggests that different visualizations may be helpful in teaching and learning. The sample consisted of 124 5th-grade students, and the reliability of the test proved to be high (alpha=0.95). Out of the three types of visualization, the pie chart was the easiest to recognize, and ½ (half) proved to be the easiest, and ? (one-third) the most difficult to be recognized. The type of visualization has a stronger effect on students' performance than the type of fraction (unit versus non-unit fractions). Most surprisingly, students were better at recognizing 2/4 and 2/3 than their unit fraction counterparts, ½ and ?. The test was supplemented by questions on attitude towards learning fractions.
Using Interactive Technology to Develop Preservice Teachers&apos; STEAM Competencies in Early Childhood Education Program
Author: ElSayary, Areej
Date: 2022-00-00
Type: Journal Articles
Subjects: STEM Education,Art Education,Technology Uses in Education,Educational Technology,Preservice Teacher Education,Early Childhood Education,Interaction,Teacher Competencies,Program Effectiveness,Foreign Countries,Student Attitudes,21st Century Skills

Using interactive technology leads to an interactive learning environment where learners develop their STEAM competencies, including critical thinking, collaboration, communication, creativity and innovation, self-direction, connection, and the use of interactive technology tools effectively. This research aims to investigate the use of interactive technology in developing preservice teachers' STEAM competencies. The participants were preservice teachers (n=80) in an early childhood education program at a Federal University in the United Arab Emirates. An explanatory sequential mixed-method approach used quantitative analysis (quasi-experiment) followed by a qualitative approach (a focus group discussion was conducted). An online survey was used to collect the quantitative data from the participants before the semester started. It was sent again to participants at the end of the semester. The focus group discussions were used to collect the data from selected participants from the experimental group (n=18). The study results reveal a significant positive impact on the development of preservice teachers' STEAM competencies after using the interactive technology.
Aspirations Are Not Enough: Barriers to Educational Attainment for Youth Involved with Child Welfare
Author: Dimakos, Christina
Date: 2022-00-00
Type: Journal Articles
Subjects: Academic Aspiration,Barriers,Educational Attainment,Social Services,Foreign Countries,Young Adults,At Risk Persons,Teacher Influence,Affordances,College Attendance,Attitudes

Children of families involved with child welfare services are considered high-risk and are vulnerable to developing problems in a number of domains. In particular, educational achievement among this population tends to be lower relative to general population peers. The goal of this qualitative study was to understand the educational aspirations and subsequent pathways of young adults with former child welfare involvement. Semi-structured interviews were conducted with seven young adults (mean age of 31 years) from Ontario, Canada about their educational aspirations in high school and factors that served as facilitators and obstacles to their achievement. The results indicate youth had high hopes and dreams for their future in high school. However, complex challenges impeded the realization of these dreams. Although all seven participants initiated post-secondary programs, only one reached successful completion. None of the young adults achieved the educational and occupational dreams they had in high school. Nevertheless, returning to school remains a prominent future goal for most participants. Despite significant challenges and unrealized educational aspirations, youth with child welfare experiences continue to place high value on education in inspiring hope and optimism for the future. Addressing barriers to educational achievement for youth with child welfare involvement remains an important focus to help educational aspirations become a reality.
Moral Sensitivity of Young People with Intellectual Disability -- Its Role in the Process of Their Education
Author: Otrebski, Wojciech
Date: 2022-00-00
Type: Journal Articles
Subjects: Moral Values,Adolescents,Young Adults,Intellectual Disability,Measures (Individuals),Gender Differences,Foreign Countries,Scores

According to Heller and Zycinski (1980) the primary regulator of human behaviour is the system of values therefore its development should be in the centre of all educational and upbringing measures. Our focus here is on moral sensitivity understood as the ability of an individual to see social situations from the perspective of moral good and moral evil that represent values embodied in moral norms adopted by the world and internalised by humans as the principles of conduct. The main research question was the following: How morally sensitive are persons with ID and how is their sensitivity associated with the degree of intellectual disability and gender? A non-probability sample 267 of Polish residents aged 16-30 years with mild (58.42%) or moderate (41.58%) intellectual disability was assembled. Men and women were almost in equal proportion. The Moral Sensitivity Inventory (MSI; Otrebski, Sudol, 2020) has been used to measure the moral sensitivity of people with ID. It consists of 10 illustrated stories presenting typical social situations containing moral dilemmas, and an evaluation form. The tested person's task is to answer the following question &quot;Who, in this story, did something right or wrong, and what was that?&quot; and to indicate as many moral elements in the story and the picture as they can. The results imply that the study participants had different ability to discern moral good and moral evil. They were more sensitive to the manifestations of good and evil bad associated with Understanding one's behaviour and its impact on others (more than one-fourth of them had high scores) and less perceptive of those relating to Respect for others' property and Conformance to principles and norms. The results of the study expand the knowledge of the overall moral sensitivity of persons with intellectual disabilities.
The Adaptation of Early Childhood Care and Education to Cultural and Local Characteristics in West Africa: Challenges for Educational Psychology Research
Author: Maleq, Kathrine
Date: 2022-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Child Care,Community Characteristics,Foreign Countries,Educational Psychology,Educational Research,Program Descriptions,Culturally Relevant Education,Curriculum Implementation,Curriculum Development

This critical review aims to question whether or not the enthusiasm around early childhood care and education (ECCE) programmes is producing premature models, ill-adapted to West African socio-cultural contexts. Reviewing research that investigates the impact of ECCE on cognitive development and school readiness, we first focus on the universal valuing of formal ECCE, supported by both scientific research and international education agendas. Second, we present a classification that provides a framework to grasp the multiplicity of ECCE programmes and models across West African countries and their relevance to local contexts. Based on the literature reviewed, we conceptualise a multilevel model of ECCE within a holistic and ecologic approach. In the third part, we present research that underlines the challenges for educators and their central role in the design of culturally relevant ECCE. The fourth part will draw from research findings and stress the need to rethink appropriate methods and research tools to assess the quality and outcomes of ECCE programmes in West Africa. We conclude by proposing to move away from ECCE perspectives in which marginalised communities are perceived as deficient towards locally relevant and socially just models.
The Literacy Preparation in Turkish Preschool Education
Author: Basaran, Semra Tican
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Literacy Education,School Readiness,Preschool Children,Preschool Education,Preschool Teachers,Content Analysis,Teacher Collaboration,Curriculum Evaluation,Professional Development,Knowledge Base for Teaching,Teacher Attitudes,Problems,Misconceptions

The purpose of this study is to reveal the views and recommendations of the preschool and primary school teachers on the literacy preparation in Turkish preschool education. The study is designed as phenomenological research. The participants of the study are 12 preschool and 9 primary school teachers who have been teaching actively in the western part of Turkey. The qualitative data was collected through face-to-face interviews and analyzed through content analysis. The findings of the study show that preschool teachers have some confusion on literacy preparation and readiness. While preschool and primary school teachers are of the same opinion about the need for literacy preparation in preschool education, they have different opinions about the literacy preparation activities conducted in preschool education. While preschool teachers think that they get preschoolers ready for literacy, primary school teachers think that first graders in their classes do not come literately ready from preschool education. Teachers participated in the study; think that the lack of collaboration among preschool and primary school teachers, some deficiencies in preschool education curriculum and in the education system, and the preschool teachers' imperfect knowledge in the literacy readiness are the possible reasons of inadequacy of readiness for literacy in preschool education. They recommend systematic collaboration among teachers, review of preschool education curriculum and providing professional support for preschool teachers to support literacy readiness in preschool education.
Use of a Movie (Lorenzo&apos;s Oil) in Teaching Nature of Science to Preservice Science Teachers
Author: Taskin-Ekici, Fatma
Date: 2022-00-00
Type: Journal Articles
Subjects: Films,Mass Media Use,Scientific Principles,Preservice Teachers,Science Teachers,Neurological Impairments,Science Instruction,Scientific Attitudes,Attitude Change,Teaching Methods

Today, learning environments are constantly getting developed and updated to make the teaching-learning process more active. Besides, tools that enhance learning in educational environments are also getting diversified. One of these educational tools is the movies that are based on real life stories. In addition to informing students about several biological topics and issues, the movie called Lorenzo's Oil handles the impact of a neurological disease on the social environment. The movie also informs the audience about science, scientists, scientific process skills and nature of science, and encourages the audience to think and reflect about these issues. The aim of this study is to investigate the effect of this movie, which covers a real-life story, on the teaching of science and nature of science elements of teacher candidates. For this purpose, the data of the study were collected through the VNOS-C questionnaire and reflective writings before and after a course in which the movie Lorenzo's Oil was included in the teaching process. At the end of the study, according to the findings obtained from the reflective writings and VNOS-C questionnaire, it was concluded that the views of the pre-service teachers on science and nature of science changed positively, and they were in the knowledgeable category at the end of the process.