ethanporcaro/eric-fulltext-meta huggingface dataset:
Building an Inclusive Campus: Developing Students&apos; Intercultural Competencies through an Interreligious and Intercultural Diversity Program
Author: Green, Amy R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Diversity,College Students,Cultural Awareness,Program Effectiveness,Religion,Cultural Differences,Consciousness Raising,Attitude Change,Interpersonal Relationship,Student Development,Foreign Countries,Critical Thinking,Reflection,Mentors

Post-secondary institutions are increasingly recognizing the need to foster intercultural competence (ICC) in students; however, the ways in which these institutions can do so has not been fully explored. The purpose of the current mixed methods study was to investigate changes in post-secondary students' ICC (N = 35) following participation in an interreligious and intercultural diversity program, based upon changes in students' scores on the Intercultural Development Inventory (IDI). A thematic analysis of post-program questionnaires was used to triangulate the data and provide more insight into changes experienced by participants. Quantitative results revealed significant increases in students' overall ICC, and significant decreases in the discrepancy between students' perceived ICC and their actual ICC. Qualitative results revealed five overall themes: (1) shifting perspectives, (2) enhancing intercultural engagement skills, (3) connecting, (4) inspiring action, and (5) personal growth. Implications for research and practice are discussed.
English Teachers&apos; Perceptions of Text to Speech Software and Google Site in an EFL Classroom: What English Teachers Really Think and Know
Author: Oktalia, Dwi
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Pedagogical Content Knowledge,Technological Literacy,Language Teachers,Computer Software,Listening Comprehension,Teacher Attitudes,Web Sites,Computer Assisted Instruction,Learning Processes,Teaching Methods,Technology Integration,Foreign Countries

21st-century learning may help teachers in getting various listening materials easily. Even though it is easy to get listening materials, there is no guarantee that every listening material will meet students' needs or learning objective. One possible solution that can be used is by having Text to Speech program as a tool for creating listening materials. As such, this study aims to investigate EFL teachers' perceptions toward the use of Text to Speech program in creating listening materials by using TPACK (Technological, Pedagogical, Content, Knowledge) model by involving Google Site as the media to deliver the listening material. Since not all listening material is appropriate with students' needs and learning condition, Text to Speech could be considered as the solution for this problem. This study made use of qualitative method with individual interview technique to answer the research questions formulated. There were eight EFL teachers who served as the participants of this research. Several steps were done in order to gain teachers' perceptions towards the use of Text to Speech in creating listening materials. First, a computer training was done in order to make EFL teachers familiar with the Text to Speech program; second, the listening material produced by teachers was uploaded in Google site to be delivered to students, after that teachers tried the prepared listening material and Google site feature; next, the interviews were done to gain EFL teachers' perceptions towards Text to Speech program and Google site. The findings show that EFL teachers give positive responses toward the integration of Text to Speech program by using TPACK model. EFL teachers found it useful to use this digital approach in the language learning process.
Student Teachers&apos; and Tutors&apos; Perceptions of the Use of Online Resources for Promoting Critical Thinking
Author: Mwalongo, Alcuin
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Teachers,Tutors,Student Teacher Attitudes,Critical Thinking,Online Courses,Foreign Countries,Electronic Learning,Educational Resources,Gender Differences

The study examined student teachers' and tutors' perceptions of the use of online resources for promoting critical thinking in three campuses of the University of Dar es Salaam, Tanzania. A sample of 69 participants was used. The study employed a mixed methods research approach. Data were collected through a survey, focus group discussions, interviews, and documentary review. Quantitative and qualitative data were analysed through SPSS 25 and MAXQDA 18 respectively. The findings suggest that the use of online resources is likely to promote critical thinking, especially if online resources are up-to-date, authentic, use a simple and clear language, and if a variety of them are used. The study revealed that there were no statistically significant gender differences in perceptions of the use of online resources for promoting critical thinking amongst student teachers. Implications related to key findings and areas for further research are discussed.
Model Review Related to the Effects of Teachers&apos; Levels of Ecological Citizenship
Author: Karatekin, Kadir
Date: 2019-00-00
Type: Journal Articles
Subjects: Environmental Education,Civil Rights,Justice,Conservation (Environment),Sustainability,Goodness of Fit,Models,Teacher Attitudes,Citizen Participation,Citizenship Education,Foreign Countries,Path Analysis,Elementary Secondary Education

This research has been handled for two purposes: First, determining the level of ecological citizenship of teachers; secondly, the level of curiosity about the environment, the frequency of participation in environmental activities, investigating the relationship between the dimensions of Ecological Citizenship Scale (ECS). In line with this aim, in 2017-2018 academic year, a total of 296 teachers working in different branches in the public educational institutions affiliated to the Ministry of National Education Ecological Citizenship Scale (ECS) developed by Karatekin and Uysal (2018) was applied. As a result of the study, it was determined that the teachers' ecological citizenship levels were low in the dimension of participation, moderate in the responsibility dimension, sustainability and high in the dimension of rights and justice. It was seen that teachers' ecological citizenship levels which were composed of all dimensions of the scale were at moderate level. External variables in the structural equation model; the level of curiosity about the environment and the frequency of participation in environmental activities; and internal variables were formed from the variables of participation, sustainability, responsibility, rights and justice. Goodness of fit indexes of model (?2/sd= 2.03, p=0.13 RMSEA=0.059, % 90 RMSEA CI= 0.000-0.014, AGFI=0,95, NNFI=0,97 ve SRMR=0.016) show that the model is at acceptable level. According to the results of path analysis, the level of curiosity about the environment significantly affects the sustainability, responsibility, rights and justice dimensions of the ecological citizenship scale. It was determined that the frequency of participation in environmental activities directly affected all dimensions of ecological citizenship. The results showed that, they positively predicted the sustainability and responsibility dimensions of rights and justice, responsibility of sustainability dimension and participation of responsibility dimension as well.
Exploring Assistive Technology Tools and E-Learning User Interface in Tanzania&apos;s Vocational Education Institutions
Author: Kisanga, Dalton
Date: 2018-00-00
Type: Journal Articles
Subjects: Assistive Technology,Electronic Learning,Computer Interfaces,Foreign Countries,Vocational Education,Hearing Impairments,Special Needs Students,Special Education,Special Education Teachers,Disabilities,Access to Information

Students with hearing impairment (HI) face challenges in learning including accessing educational information electronically. This study sought to assess assistive technology tools and existing e-learning user interface for students with HI in Vocational Education and Training Authority (VETA) institutions in Tanzania. The study is guided by three objectives: First, it assesses the current e-learning user interface for students with HI. Second, it identifies hearing impairment assistive tools used and finally it suggests suitable measures for addressing the situation. The study involved 89 participants obtained using purposive sampling and simple random sampling. Data were collected using questionnaires and semi-structured interviews. The qualitative data were then subjected to thematic analysis. Findings revealed challenges associated with poor communication with others, poverty from parents/guardian, unfavourable physical environment and shortage of hearing aids tools and special needs teachers. Similarly, findings from different usability factors such as effectiveness, easiness of use, and accessibility showed that the participants were not completely satisfied with the current e-learning user interface system and assistive technology tools. Therefore, the study recommends the development of a better e-learning user interface with integrated assistive technology for students with HI to enhance their participations in learning.
Factors That Affect the Acceptance of New Technologies in the Workplace: A Cross Case Analysis between Two Universities
Author: Skoumpopoulou, Dimitra
Date: 2018-00-00
Type: Journal Articles
Subjects: Work Environment,Higher Education,Information Technology,Organizational Change,Cross Cultural Studies,College Faculty,Teacher Attitudes,Technology Uses in Education,Foreign Countries,Intention,Technology Integration,Universities

The introduction of a new IT application within an organisation represents change, and the acceptance of such change starts with the individual end users since they are the ones that often resist the newly introduced IT. With the use of survey, this research identified the factors that affect the acceptance of new technologies in the workplace in order to understand better how end-users can influence the successful introduction of IT in academic institutions. We used one Higher Education Institution (HEI) in Hong Kong and one HEI in the UK in order to gather our data and cross analyse the differences between the two institutions. Our research showed that the staff at both universities have a high Behavioral Intention (BI) to use new technologies. However, there was no significant difference between the two universities, which meant these dimensions had no effect on the staff who worked at these universities.
Measuring School-Family Conflict and Enrichment in University Student Parents: A Measurement Validation Study
Author: van Rhijn, Tricia
Date: 2018-00-00
Type: Journal Articles
Subjects: Family School Relationship,College Students,Parents,Foreign Countries,Conflict,Behavior,Test Validity,Test Reliability,Test Construction,Factor Analysis,Factor Structure,Self Efficacy,Role,Affective Behavior,Satisfaction

The purpose of this study was to extend work-family research to the school-family context by adapting Carlson and colleagues' Work-Family Conflict and Enrichment scales. Using two samples of student parents primarily from Canadian universities, the adapted scales were assessed for reliability, construct validity, and factor structure. The measures had three factors for school--family conflict (school-to-family conflict, behaviour-based conflict, and family-to-school conflict) and five for school-family enrichment (school-to-family growth and affect; and family-to-school development, affect, and efficiency). The two adapted scales were confirmed to be reliable and valid for use with university student parents. Data from the confirmatory factor analysis provided strong support for the factor structure of the School-Family Enrichment Scale, but suggested that additional testing and development of the School-Family Conflict Scale may be required.
UTAUT Model: Intention to Use Social Media for Learning Interactive Effect of Postgraduate Gender in South-West Nigeria
Author: Odewumi, Michael Olubunmi
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Differences,Social Media,Social Networks,Technology Uses in Education,Teaching Methods,Case Studies,Foreign Countries,Graduate Students,Student Attitudes,Scores,Positive Attitudes,Usability,Learning Processes

Social media are emerging technology which came into existence out of fun to connect with friends, but it has evolved to become a powerful tool for teaching and learning globally. However, despite its usefulness and relevance to learning the intention to use social media for learning by postgraduate gender in South-west Nigeria has not been confirmed. Therefore, the study used UTAUT model to established the intention to use social media for learning based on the interactive effect of postgraduate gender in South-west Nigeria. The study was a descriptive research of cross-sectional survey method and purposive sampling was used to sample 2,458 postgraduate students across the universities in South-west, Nigeria. Stratified sampling technique was used to select postgraduate students along gender and area of study. The questionnaire adapted was administered on 2,458 postgraduate students (1530 males and 928 females). Mean scores were used to answer research questions and t-test analysis was used to test research hypothesis. The findings of the study were that postgraduate students used Linkedin, Technorah, Blogger, Flickr, Myspace, Instagram, etc., postgraduate students had positive perception towards social media and intention to use for learning. The study concluded that postgraduate students' use social media for learning due to positive perception they had towards usefulness and ease of use of social media. It was however recommended that the use of social media should be encouraged in facilitating learning irrespective of students' gender and area of study.
The Study of Whether Receiving a Pre-School Education Is a Predictive Factor in the Attitudes of High School Students toward the Environment According to Their Environmental Ethics Approach
Author: Gürbüzoglu Yalmanci, Sibel
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Predictor Variables,High School Students,Student Attitudes,Conservation (Environment),Correlation,Ethics,Foreign Countries

The aim of this research is to determine the predictive power of environmental ethics approaches of the development of high school students' environmental attitudes. In this sense, it is studied whether meaningful differences in significant predictive and dependent variants arise or do not arise when preschool education is received. A total of 200 high school students constituted the sample of the study. The relational screening model was used in the study. Environmental attitude measurement and Environmental ethics approach measurement used as data collection tool. According to the results obtained from the study, while a meaningful relationship was found between approaches of environmental ethics which effect attitude towards the environment - ecocentric ethics, ecofeminist ethics and theocentric ethics, there was no meaningful relationship discovered with the anthropocentric ethics approach. In this context, one of the important results of this study is that a significant difference has been identified in the approaches of ecofeminist and ecocentric ethics of high school students who have received a pre-school education and those who have not. The fact that the significant difference is in favor of high school students who have received a pre-school education is a meaningful result.
The Teachers&apos; Portal as a Tool for Teachers&apos; Professional Development in Bangladesh: Facilitating Nationwide Networking and Digital Multimedia Content for 40,000 Schools
Author: Hansson, Henrik
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Information Storage,Information Management,Electronic Publishing,Educational Technology,Technology Uses in Education,Program Effectiveness,Teacher Attitudes,Teacher Motivation,Teaching Methods,Barriers,Internet,Costs,Access to Computers,Faculty Development,Teacher Characteristics

The Teachers' Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students' learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers' perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers' Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students' creativity and encourage students' active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers' Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
Redesigning Local Games to Stimulate Pupils&apos; Interest in Learning Numeracy in Tanzania
Author: Godfrey, Zitto
Date: 2018-00-00
Type: Journal Articles
Subjects: Numeracy,Negative Attitudes,Mathematics Education,Mathematics Achievement,Foreign Countries,Elementary School Students,Computer Games,Student Attitudes,Teaching Methods,Teacher Attitudes,Elementary School Teachers,Independent Study

The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government's efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
Early Career Special Education Teachers Perceived Value of Being Mentored by General Education Teachers
Author: Cornelius, Kyena E.
Date: 2018-12-00
Type: Journal Articles
Subjects: Beginning Teachers,Special Education Teachers,Mentors,Teacher Collaboration,Program Effectiveness,Teacher Attitudes,Teaching Conditions,Urban Schools,Elementary School Teachers,At Risk Students,Teacher Role,Teaching Methods

Special education induction research has examined mentor support and working conditions of early career special education teachers (ECSETs) for over 20 years. Recently researchers provide specialized professional development to mentors based on suggestions of special education induction research. Drawing on quality indicators of single-subject research and the belief that social validity data is valuable, we used qualitative methods to discover ECSETs' perceptions of the intervention and the helpfulness of the mentors. We then compared responses of the participants with the existing research in special education induction. Findings indicate the participants appreciated the specialized training for their mentors and perceived their mentors as helpful and affected their teaching experiences. However, similar to existing research, the participants had mixed feelings about their working conditions.
Teaching Upcycling to Impact Environmental Attitudes
Author: Flowers, Jim
Date: 2018-00-00
Type: Journal Articles
Subjects: Conservation (Environment),College Students,Attitude Change,Student Attitudes,Program Effectiveness,Environmental Education,Sustainability,Recycling,Experiential Learning

With the hope of positively impacting environmental attitudes, student interest in prototyping and product design were leveraged to create and deliver a course called Green Prototyping and Upcycling to undergraduates and graduate students. Pretest and posttest surveys with the Environmental Attitudes Inventory (Milfont &amp; Duckitt, 2010) showed significant increases and showed no significant decreases in students' environmental attitudes along one or more of the 12 scales in that survey. Students' comments from their reports provided further evidence of evolving environmental attitudes. The course included several activities in which students designed and created products recycled from postconsumer materials.
The Impacts of Integrating Introductory Composition, Communication, and Design Thinking Courses
Author: Chesley, Amelia
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Interdisciplinary Approach,Writing (Composition),Freshman Composition,Communication Strategies,Teaching Methods,College Freshmen,Portfolios (Background Materials),STEM Education,Humanities,Assignments,Student Journals,Scoring Rubrics,Scaffolding (Teaching Technique)

Much recent STEM research indicates that course integration improves the student learning experience and fosters stronger connections among concepts and skills; this study attempts to evaluate whether or not students learn the design process more fully in the integrated version of a required first-year course, Design Thinking in Technology. Drawing from an ongoing assessment of an Integrated First-Year Experience at Purdue University, this article reports on the challenges of teaching design thinking and analyzes whether students in an interdisciplinary course integration can demonstrate the work of their design processes more completely and effectively compared to students in a non-integrated version of the course. We employ a modified version of the Engineering Design Process Portfolio Scoring Rubric (EDPPSR) as a method of evaluating students' design portfolios. Our initial and follow-up analyses show that students in both versions of the course struggle to complete design journal assignments satisfactorily. We assess and analyze the impact of STEM-humanities integration on students' abilities to document and contextualize the design process using journals, and also offer discussion and suggestions about our findings.