ethanporcaro/eric-fulltext-meta huggingface dataset:
Interculturality as Collaborative Identity Management in Language Education
Author: Borghetti, Claudia
Date: 2019-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,Intercultural Communication,Teaching Methods,Role,Learning Processes,Multilingualism,Cultural Awareness,Social Behavior,Correlation,English (Second Language),Language Role,Textbooks,Educational Objectives

Just over ten years ago, Block (2007, p. 2) called the increasing attention that second language researchers-and social scientists at large-were giving to the construct of &quot;identity&quot; an &quot;obsession.&quot; Since then, the identities of those who use, learn or study a language have been investigated in greater detail (e.g., Benson, Barkhuizen, Bodycott &amp; Brown, 2013; Clarke, 2008; Dörnyei &amp; Ushioda, 2009; Edwards, 2009). It may seem that intercultural language education is lagging behind this tendency. However, a number of publications (e.g., Kramsch, 2009; Rivers &amp; Houghton, 2013) suggest that, considering contemporary global societies, the intercultural goals of language learning and teaching can be better promoted by replacing the notion of &quot;culture&quot; with that of multiple &quot;identities&quot; or &quot;subjectivities.&quot; More specifically, language education can aim to make students capable of selecting the language resources available to them in order to express their (developing) desired identities and, at the same time, to recognise the multiple identities that their interlocutors put forth in a given context (Borghetti, 2016). To make the case for this &quot;identity-related intercultural language education,&quot; the article reviews and discusses a number of studies which, from different perspectives, have already argued for a more prominent role of the construct of &quot;identity&quot; in the field of second language education.
Teacher Candidates&apos; Perceptions of the European Union (EU): A Scale Development Study and Perceptions Levels
Author: Dikmenli, Yurdal
Date: 2022-07-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Foreign Countries,Test Construction,Anxiety,International Relations,Political Attitudes,Cultural Awareness,Test Validity,Gender Differences,Individual Differences

This study aimed to develop a scale to determine teacher candidates' perceptions of the European Union (EU). A descriptive survey method was used in the study, and the study group consisted of 908 teacher candidates attending the Kirsehir Ahi Evran University Faculty of Education in the fall semester of 2021-2022 academic year. The participants were selected using a convenient sampling technique. The Perception Scale of the European Union comprised 20 items and three factors: anxiety, contribution, and culture was employed as the main research tool. The Cronbach's Alpha internal consistency coefficient was calculated for the said scale as 0.746, which indicated scale reliability. Data were analyzed using percentage, frequency, mean, and standard deviation techniques. Additionally, t-test and ANOVA were performed to identify the differences between samples. The study results showed that the teacher candidates' anxiety levels for the European Union were high, and their perceptions of the &quot;contribution&quot; and &quot;culture&quot; factors were moderate. The analysis of perceptions of the EU and political literacy skills of the participants revealed a significant difference in the &quot;contribution&quot; factor but no significant difference in the &quot;anxiety&quot; and &quot;culture&quot; factors. According to the relationship between teachers' perceptions of the EU and their cultural literacy skills, there was a significant difference in the &quot;culture&quot; factor but no significant difference appeared in the &quot;anxiety&quot; and &quot;contribution&quot; factors.
The Effect of Supplemental Reading Instruction on Fluency Outcomes for Children with Down Syndrome: A Closer Look at Curriculum-Based Measures
Author: King, Seth
Date: 2022-07-00
Type: Journal Articles
Subjects: Down Syndrome,Students with Disabilities,Curriculum Based Assessment,Reading Instruction,Intervention,Literacy Education,Program Effectiveness,Reading Achievement,Reading Fluency,Intelligence Tests,Reading Skills

Research supports the efficacy of intensive literacy instruction for children with moderate intellectual disabilities and Down syndrome (DS). However, much of the literature features measures closely aligned with evaluated interventions. Despite their increasing role in instruction, curriculum-based measures (CBM) are rarely featured in reading studies involving DS. Increasing the use of CBM in research has the potential to provide insight into the effectiveness of intervention and address concerns regarding the utility of approaches predicated on CBM. This single-case design study used CBM to examine the performance of children with DS (N = 17) who had largely exhibited gains on intervention-aligned measures following an intensive reading intervention. Results of multilevel modeling were mixed, with significant (p &lt; 0.05) effects relegated to letter- and first-sound fluency. No more than 29% of participants met goals created using a procedure derived from CBM. Findings have implications for future studies and implementation of literacy interventions for children with DS.
Teaching Pragmatics: Nonnative-Speaker Teachers&apos; Knowledge, Beliefs and Reported Practices
Author: Savvidou, Christine
Date: 2019-00-00
Type: Journal Articles
Subjects: Pragmatics,Faculty Development,Second Language Learning,Second Language Instruction,Teacher Characteristics,Teaching Methods,Cultural Awareness,Language Teachers,Pedagogical Content Knowledge,Teacher Attitudes,Greek,English (Second Language),Foreign Countries,Native Language

Teachers' backgrounds, knowledge, experiences and beliefs play a decisive role in what and how they teach, and research on teacher cognition indicates that teachers' knowledge plays an important part in guiding their classroom teaching (Basturkmen, 2012). At the same time, the inclusion of pragmatics in teacher development and training courses and the integration of language and culture in the foreign language learning curriculum have been seen as a necessity by a number of authors (e.g., Basturkmen &amp; Nguyen, 2017; Byram, 2014; Ishihara, 2011, 2014). Yet, the knowledge and skills necessary to teach the L2 pragmatics and cultural awareness may not come automatically to all L2 teachers, and without adequate teacher education and/or sufficient exposure to the target L2 culture, it is not surprising that some language teachers feel uncomfortable about being a source for target language pragmatics (Cohen, 2016). Through the use of semi-structured interviews, this qualitative study aims to explore how Greek-speaking, non-native speaker teachers handle the teaching of target language pragmatics and culture, and, more specifically, to investigate their professional knowledge, beliefs, and reported practices in relation to the teaching of pragmatics and culture in their EFL classroom.
The Council of Europe Reference Framework of Competences for Democratic Culture: Ideological Refractions, Othering and Obedient Politics
Author: Simpson, Ashley
Date: 2019-00-00
Type: Journal Articles
Subjects: International Organizations,Democracy,Cultural Pluralism,Guidelines,Publications,Multicultural Education,Cultural Awareness,Political Attitudes,Social Attitudes,Correlation,Teaching Methods,Foreign Countries,Self Concept,Intercultural Communication,Competency Based Education

The popularity of the idea of the intercultural in different parts of the world means that there are many differing meanings and ways in which the notion is understood, represented, expressed and used. In contrast to this polysemy, democracy often appears on the surface to be understood through universalist and/or absolutist conceptualisations. Combining the intercultural and democracy thus requires problematization. In this article we use The Council of Europe's Reference Framework of Competences for Democratic Culture (2018a, 2018b, 2018c), a document that will have a nonnegligible influence on education in Europe and the rest of the world, as an example showing how the notion of the intercultural is constructed. In order to do so, we use a form of intertextuality to analyze the Framework, focusing on three key instances found in the document: identity, the political, and intercultural competence. Some of the ideologies within the Framework clearly point to Eurocentric discourses and a stigmatization of the Other. Also, the way in which the political is sanitized can engender a language of depoliticization and obedience. As a result, we propose critical interculturality as a way to move beyond culturalist self-centered notions of the intercultural, arguing that the political and the social cannot be separated from the intercultural when discussing democracy.
Learning Behaviors, Executive Functions, and Social Skills: A Meta-Analysis on the Factors Influencing Learning Development in the Transition from Kindergarten to Elementary School
Author: Offer-Boljahn, Henriette
Date: 2022-00-00
Type: Journal Articles
Subjects: Learning Processes,Executive Function,Interpersonal Competence,Meta Analysis,Student Development,Kindergarten,Grade 1,Literacy,Mathematics Skills,Correlation,Parent Influence,Numeracy,Short Term Memory,Academic Achievement

The linguistic, mathematical, social-emotional, and cognitive precursor competencies are important predictors of learning success already at kindergarten age. A systematic analysis of the state of research on the actual interrelationships of the focused precursor competencies brings together results of a meta-analysis. The literature search yielded 653 hits, which were reduced to 94 hits after applying exclusion criteria. It was possible to perform 271 correlation tests in 39 pathways. Thus, the sample (n = 141,508 [M = 1505, SD = 3930 ]) with an average age of 5.2 years (SD = 0.10 years) is balanced in gender ratio of 48.5 % male and 48.9 % female (2.6 % not specified). The largest correlation between literacy and mathematical precursor skills is r = 0.65. With a correlation between r = 0.17 and r = 0.60, executive functions significantly influence the development of literacy and mathematical skills and learning behaviors. Learning behaviors are most strongly related to social skills, with r = 0.57. Parental influence turns out to be smaller, with correlations ranging from r = 0.19 to 0.55. The effect of individual pathways is also small, and peer group was not included in the search term combination. Successful educational processes in day care centers can be improved with a focus on the promotion of executive functions and learning behaviors.
Student Conceptions of Motivation to Study in Upper Secondary School in Sweden Revealed through Phenomenography
Author: Boström, Lena
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Educational Attitudes,Secondary School Students,Foreign Countries,Student Motivation,Teacher Student Relationship,Learner Engagement,Student Characteristics,Peer Influence,Peer Relationship,Family Influence,Educational Environment,Motivation Techniques,Learning Strategies

The motivation to study may affect students' successes and setbacks in their studies. Research has shown that multiple factors affect students' motivation to study. The purpose of this article is to describe how students conceptualize the motivation to study. We gathered empirical data through group interviews with 32 Swedish students in six study programs. Through phenomenographical analyses, we identified six categories of how students experience the motivation to study: the importance of teachers, the subject, student characteristics and attitude, study results, and support from friends and family and the environment. Within each category, we distinguished various aspects. Differences in conceptions between students and programs or types of programs exist, but they are small. Only students from study preparation programs emphasized the importance of student characteristics and attitude for increasing study motivation and getting good jobs. The study's results show both general and distinctive content in the meaning of study motivation. We make recommendations to develop incentives for all students, not just those who have favourable socio-economic study conditions, to develop motivational strategies to study.
The Impact of Reflective Practices on Pre-Service Science Teachers&apos; Classroom Teaching Practices
Author: Kiliç, Aygün
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflective Teaching,Preservice Teachers,Science Teachers,Teaching Methods,Preservice Teacher Education,Practicums,Evaluation Methods,Technology Integration,Classroom Techniques

This case study attempts to explore the impact of the reflective practices (reflection in, on, and for action) on pre-service science teachers' (PSTs') classroom teaching practices. To this end, ten PSTs majoring in Science Teacher Education Program participated in this study. In the study, the author designed a classroom teaching practice process based on reflective practices. This process was carried out during the teaching practicum course with the pre-service teachers participating in the research. At the beginning and end of the study, classroom observations, field notes, classroom observation instruments, teaching video records, and lesson plans were used as data collection tools in determining PSTs' classroom teaching practices. The qualitative and quantitative results of this study indicated that there was a significant change in favor of post-classroom practice results between PSTs' pre- and post-classroom teaching practices. Given these results, the classroom practice process based on the reflective practices carried out in the research plays an important role in the development of PSTs' classroom teaching practices.
An Examination of Curiosity and Academic Self-Concept among Students of Category &quot;A&quot; Senior High Schools in the Central Region of Ghana
Author: Amponsah, Mark Owusu
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Personality Traits,Self Concept,High School Students,Personal Autonomy,Arousal Patterns

Curiosity and academic self-concept as psychological constructs are often mentioned in education and psychology. These constructs are elusive in terms of how they are exhibited or portrayed and measured. Despite their elusive nature, they are highly significant to the success or otherwise of learners. Therefore, the current study explored curiosity and academic self-concept among students of category &quot;A&quot; Senior High schools in the Central Region of Ghana. Using a descriptive-quantitative method, a sample of 400 students was selected through proportionate-stratified and systematic sampling techniques. Adapted curiosity (Kashdan et al., 2018) and academic self-concept (Liu &amp; Wang, 2005) scales were used for the data collection. The data collected were analysed using frequencies, percentages, and structural equation modelling (SEM). The study revealed that the majority of the students possessed low curious abilities and low academic self-concepts. The study further revealed that curiosity of deprivation sensitivity (b=0.577, p&lt;0.001), the curiosity of stress tolerance (b=0.248, p=0.007), and curiosity of thrill-seeking (b=0.544, p&lt;0.001) positively and significantly predicted academic self-concept of students but the curiosity of joyful exploration and social curiosity did not predict academic self-concept of students. It was concluded that students' curious abilities were precursors to their academic self-concept. Thereupon, teachers need to devise new approaches by allowing students to engage in other learning opportunities without much restrictions so that they could hone their natural potentials.
Mathematics Learning from Concrete to Abstract (1968-2021): A Bibliometric Analysis
Author: Huan, Chin
Date: 2022-07-00
Type: Journal Articles
Subjects: Mathematics Education,Educational Research,Educational History,Educational Trends,Bibliometrics,Manipulative Materials,Arithmetic,Students with Disabilities,Learning Disabilities,Elementary School Mathematics,Mathematics Instruction,Problem Solving,Autism,Pervasive Developmental Disorders

Mathematics learning is illustrated as a developmental progression in the direction of concrete-to-abstract by educational theorists. Various studies rooted in this notion were conducted in the past. This study aimed to profile the landscape of research rooted in this notion which was published from 1968 to 2021. The bibliographic data of 425 related publications were retrieved from the Scopus database for bibliometric analysis. Descriptive analysis and regression analysis were performed to profile the publication trend. Then, author bibliographic coupling analysis was carried out to identify the domains of research related to mathematics learning from concrete to abstract. The findings show an increasing trend of publication following the exponential model. The research was clustered into five research domains: (i) 'manipulatives and arithmetic learning'; (ii) 'mathematics learning of students with learning disabilities'; (iii) 'Concrete-Representational-Abstract sequence in elementary mathematics teaching'; (iv) 'Ideal mathematics teaching'; and (v) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder'. The two emergent research domains in this research area are (i) 'mathematics learning of students with learning disabilities'; and (ii) 'mathematics problem-solving and mathematics learning of students with autism spectrum disorder', which have the highest proportion of publications since 2015. The findings of this study can help researchers to understand the current landscape of research with the notion of mathematics learning from concrete to abstract, and hence propose pathways for future research.
Trends in the M-Learning Subject Area over a 15-Year Period (2002-2017) Using Scopus
Author: Valencia-Arias, Alejandro
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Handheld Devices,Educational History,Higher Education,Teacher Education,Student Attitudes,Educational Environment,Technology Uses in Education,Bibliometrics,Trend Analysis

The current social dynamics perceive education as an impeller of social and economic change. However, there are problems of coverage, relevance and methodology in the educational process, mainly in Higher Education Institutions (HEIs). Recently, tools have emerged that adopt and appropriate ICTS in learning processes, such as mobile learning, which seeks to meet the requirements of mobility, accessibility and interactivity that traditional teaching mechanisms have not covered satisfactorily. Based on the necessity to identify the factors that drive the adoption of mobile learning by different HEIs, this research identifies the factors that encourage the adoption of mobile learning in the institutions. For this, results of an exercise of technological surveillance in indexed database (Scopus) were analyzed by means of scientometric indicators. Some of the most significant factors detected are: preparation of the professor, perceptions and attitudes of students, technological culture, and technological environment that leverages new learning models.
Efficiency of Public Spending on Higher Education: A Data Envelopment Analysis for EU-28
Author: Mihaljevic Kosor, Maja
Date: 2019-00-00
Type: Journal Articles
Subjects: Cost Effectiveness,Educational Finance,Higher Education,Data Analysis,Foreign Countries,Outcomes of Education

One of the main goals of education policy is to enhance educational outcomes. If resources are used inefficiently, they will fail to maximise those outcomes. Data Envelopment Analysis was used to calculate technical efficiency of public spending on education for EU-28 using the latest higher education statistics available. Focusing on European higher education, conceptual and methodological issues related to the measurement and analysis of efficiency were discussed. The most efficient countries are identified and also countries for which real efficiency improvements are possible. A novel set of variables is used to highlight more appropriately the distinctiveness of the higher education sector and the relationship between input and outputs. The advantage of using Data Envelopment Analysis is that it identifies the best performing decision, making units and not the averages. This type of information about the efficiency of public spending on education is of importance to many parties. It can be used to promote 'yardstick' competition in the areas of education where the lack of market mechanisms is apparent, guide policy proposals, and to enhance the monitoring of education.
The Formative Research of Ecuadorian University Teaching Staff
Author: Mendoza Velazco, Derling
Date: 2019-00-00
Type: Journal Articles
Subjects: College Faculty,Foreign Countries,Grounded Theory,Higher Education,Scientific Research,Educational Innovation

University research is the way in which lecturers can perceive, analyze and be illustrated about unknown topics or something that has been omitted and that is why it is important and is the key in the academic researcher´s life, the gathering of information, the analysis and the search for a solution to an existing or detected problem. This research includes three phases: the first, where the search, collection and data analysis is proposed; the second, where models of teacher formation and theorization are included and the third, where the final idea of formation of university researchers and lecturers is proposed. This research was developed from a qualitative perspective, since it is implemented in an epistemic conceptualization that corresponds to its nature, highlighting the interest of deepening the intuition of the object research. As key informants, the participation of 15 (fifteen) lecturers from different universities of Ecuador is highlighted. The constant comparison of theories and grounded theory was applied for the analysis of the subtracted data, in order to make a theoretical approach through the emerging categories and subcategories, through the operating software Atlas.ti version 8; with the aim to contribute to the theoretical and methodological basis. The subcategories were derived: professional teaching function and novel teaching profile. The conclusions mention the idea or model of formation for higher education teaching staff. It also mentions the importance of improving the formation of lecturers through scientific research to promote knowledge and strategies that require the need to theorize, produce and increase the level of thinking.