ethanporcaro/eric-fulltext-meta huggingface dataset:
The Mediating Role of Loneliness in the Relationship between Maladaptive Thinking Styles and Emotional Expressivity
Author: Koc, Hayri
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Emotional Response,College Students,Cognitive Style,Thinking Skills,Foreign Countries,Correlation

This study investigated the mediating role of loneliness in the relationship between maladaptive thinking styles and emotional expressivity. Participants were 1042 [776 (%74.5) female and 266 (%25.5) male, range age = 17-28, M age = 20.02, SD age = 1.69] young adults enrolled at university. &quot;Berkeley Expressivity Scale&quot; to determine their emotional expressivity, &quot;Maladaptive Thinking Styles Scale&quot; to determine the maladaptive thinking styles, and &quot;UCLA Loneliness Scale (ULS-8)&quot; to determine their loneliness levels were used. In the study, the data were analyzed with the structural equation model. Also, the bootstrapping method was used to test the significance of the indirect effect. As a result of the structural equation model, loneliness has been found to play a partial mediating role in the relationship between maladaptive thinking styles and emotional expressivity. In other words, maladaptive thinking styles predict emotional expressivity both directly and through loneliness. Also, the result of the bootstrapping method has shown that this indirect effect is significant. The findings discussed in the context of the relevant literature and recommendations for future research given.
A Social Learning Program Facilitated by Facebook for Developing Some Creative Writing Skills and Motivation to Learn English among Secondary-One Students
Author: Abdullah, Mahmoud M. S.
Date: 2023-06-00
Type: Journal Articles
Subjects: Creative Writing,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Secondary School Students,Socialization,Social Media,Social Networks,Learning Motivation,Language Skills,Learning Theories,Measures (Individuals),Student Attitudes,Comparative Analysis,Writing Skills,Writing Tests,Language Tests,Foreign Countries,Test Construction,Test Validity,Computer Simulation,Instructional Effectiveness

This study investigated the effectiveness of using a social learning programme facilitated by Facebook to develop some creative writing skills and motivation to learn English among secondary-one school students. Seventy students in secondary-one grade in Al-Shahid Hussein A. Abdul-Raouf Mixed Secondary School in Al-Maabda in the second semester of the academic 2022\2023 year, Assiut Educational Directorate where the researcher works, were chosen as the study participants and were divided evenly into two groups. The researcher adopted the two-group quasi-experimental design. A creative writing pre-post test was administered to the participants of both study groups to assess students' development in the specified creative writing skills before and after the experimental treatment. A motivation scale was administered to the participants of the experimental group before the experimental treatment, and it was readministered to the participants of both the study groups after the experimental treatment to assess the effectiveness of the program in enhancing the students' motivation to learn English. The data collection process included both quantitative and qualitative techniques. The results were analysed, and the outcomes were demonstrated. The findings of the study assured that there were statistically significant differences at the (0.05) level between the mean scores of the two research groups in the pre-post administration of the creative writing skills test and the motivation scale in favour of the post-testing. The study revealed that using activities based on Social Learning Theory (SLT) that were facilitated by Facebook proved to be effective and have considerable contributions to developing English creative writing skills of secondary-one school students. Future research should focus on integrating Social Learning Theory and the virtual educational environment of Facebook in the English language content and curriculum. Research should also be conducted to investigate the use of Social Learning and Facebook in other language skills (i.e., listening, reading, and speaking).
The Role of Participation in Sports and Physical Activity in the Effects of Negative Emotions and COVID-19 on Quality of Life
Author: Cakir, Gökhan
Date: 2023-06-00
Type: Journal Articles
Subjects: Athletics,Physical Activities,Emotional Response,Negative Attitudes,Psychological Patterns,Quality of Life,COVID-19,Pandemics,College Students,Student Participation,Physical Activity Level,Foreign Countries

The purpose of this research is to examine the effect of sports participation and physical activity on negative emotions and the quality of life of COVID-19. Data were collected through the personal information form, the International Physical Activity Questionnaire-Short Form, the COV19-Impact on Quality of Life scale, and Positive-Negative Affect Schedule (PANAS). Data were collected through stratified sampling from Recep Tayyip Erdogan University and Kirsehir Ahi Evran University. The sample of the study consisted of 888 students. The obtained data were analyzed using SPSS 26.0. Necessary assumptions were ensured before the analysis. Afterwards, descriptive statistics and MANOVA were used in the research. It has seen that the number of students who do not do sports under license, who passively participate in sports 2-3 times a week, and whose physical activity level is moderate are more in number. The findings show that students who do sports under license, passively participate in sports, and are physically active experienced lower levels of negative emotions and COVID-19 affected their quality of life at lower levels. As a result, it can be said that participation in sports and physical activity have an impact on negative emotions and the quality of life of COVID-19 in the sample of university students.
The Attractiveness of European HE Systems: A Comparative Analysis of Faculty Remuneration and Career Paths. Research &amp; Occasional Paper Series: CSHE.1.2023
Author: Civera, Alice
Date: 2023-03-15
Type: Reports - Research
Subjects: Foreign Countries,Higher Education,Career Choice,College Faculty,Teacher Salaries,Teacher Recruitment,Teacher Persistence,Comparative Education,Teaching (Occupation),Compensation (Remuneration)

The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.
Government-Funded Students and Courses, 2020. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Federal Programs,Enrollment Trends,Geographic Distribution,Institutional Characteristics,Certification,Educational Attainment,Student Characteristics

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state/territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2019 report, see ED600838.]
Government-Funded Students and Courses, 2021. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Federal Aid,Federal Programs,Enrollment Trends,Geographic Distribution,Institutional Characteristics,Certification,Educational Attainment,Student Characteristics

This publication provides a summary of data relating to students, programs, subjects and training providers in Australia's government-funded vocational education and training (VET) system, defined as all Commonwealth and state or territory government-funded training delivered by technical and further education (TAFE) institutes, other government providers (such as universities), private providers and community education providers. [For the 2020 report, see ED629480.]
Provision of GCE A Level Subjects in 2018. Statistics Report Series No. 130
Author: Lim, Carmen H. J.
Date: 2023-04-14
Type: Reports - Research
Subjects: Foreign Countries,Institutional Characteristics,Admission Criteria,Student Characteristics,Disadvantaged,School Size,Comparative Analysis,Academic Achievement,Academic Ability,Single Sex Classes,Coeducation,Secondary School Students,Course Descriptions,Access to Education,Course Selection (Students),Socioeconomic Status,Intellectual Disciplines

This report looks at the provision of A level subjects in England in 2018. Provision in a subject is defined as the number or percentage of schools with at least one student taking the subject. It could be argued that this may not cover all of the 'provision' since schools might offer to provide a subject, but none of their students wants to study it. This report was produced using publicly available data from the Department for Education's (DfE) &quot;Find and compare schools in England&quot; service. The dataset consisted of Key Stage 5 (KS5) results of all subjects provided by each school and college in England. Other school information, such as schools' sex composition, admissions policy, and the number of disadvantaged pupils at the end of KS5 were also available. The level of provision is presented by the following school classifications: school type, school attainment, school deprivation level, school sex composition, and school size. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications.
Provision of GCE A Level Subjects in 2019: Statistics Report Series No. 131
Author: Lim, Carmen H. J.
Date: 2023-07-03
Type: Reports - Research
Subjects: Secondary School Students,Access to Education,Institutional Characteristics,Student Characteristics,Disadvantaged,Single Sex Classes,Coeducation,School Size,Classification,Intellectual Disciplines,Course Descriptions,Course Selection (Students),Correlation,School Policy,Admission Criteria,Comparative Analysis,Foreign Countries

This report looks at the provision of A level subjects in England in 2019. Provision in a subject is defined as the number or percentage of schools with at least one student taking the subject. It could be argued that this may not cover all of the 'provision' since schools might offer to provide a subject, but none of their students wants to study it. This report was produced using publicly available data from the Department for Education's (DfE) &quot;Find and compare schools in England&quot; service. The dataset consisted of Key Stage 5 (KS5) results of all subjects provided by each school and college in England. Other school information, such as schools' sex composition, admissions policy, and the number of disadvantaged pupils at the end of KS5 were also available. The level of provision is presented by the following school classifications: school type, school attainment, school deprivation level, school sex composition, and school size. However, it should be noted that the analysis is at the simplest level and takes no account of interactions between these classifications. [For &quot;Provision of GCE A Level Subjects in 2018. Statistics Report Series No. 130,&quot; see ED629482.]
Strengthening the Liberal Arts along the Pacific Rim: The Pacific Alliance of Liberal Arts Colleges (PALAC). Research &amp; Occasional Paper Series: CSHE.2.2023
Author: Penprase, Bryan Edward
Date: 2023-04-03
Type: Reports - Descriptive
Subjects: Liberal Arts,Intercollegiate Cooperation,International Cooperation,Small Colleges,Student Centered Learning,Foreign Countries,Program Development,Program Implementation

While international alliances among research universities are relatively well established, the challenges for the small liberal arts college to execute a meaningful global collaboration can be much more difficult, due both to the much smaller size of the institution, its more limited resources, and its smaller and more intimate culture centered on undergraduate teaching and learning. A new alliance of liberal arts colleges known as the Pacific Alliance of Liberal Arts Colleges (PALAC) was established in 2021 with the purpose to better articulate the global components of liberal arts education, and to collaborate on key projects that will build collective capacity for student-centered liberal arts education that engages with the world's most pressing problems. PALAC contains nine of the best liberal arts institutions from across the Pacific Region, including institutions in China, Hong Kong, Vietnam, Canada, and the United States. This essay describes the origins, motivations, and context of the creation of PALAC, its member institutions, and some of the initial projects planned by the new organization, and goals for global impact for PALAC.
Twenty-Two Tried-and-True Teaching Tips for College Instructors
Author: Hunzicker, Jana
Date: 2023-00-00
Type: Guides - Classroom - Teacher
Subjects: College Faculty,Novices,Beginning Teachers,Educational Practices,Instructional Improvement,Instructional Effectiveness,Faculty Development,Classroom Techniques,Instruction

This 70-page, research-based booklet offers a collection of 22 practical teaching tips for novice and developing college instructors. Written by a state-licensed teacher and experienced college professor in a friendly, conversational tone, each teaching tip includes a description or examples, step-by-step instructions, and supporting references and resources. Key take aways, bonus tips, warnings, reflection boxes, and an indexed glossary offer supplemental information, support, and encouragement. This open-source booklet can be downloaded, printed, and bound for individual study or collaborative professional development.
Implementation and Impact of Language Policy: The Case of Kyrgyz Students
Author: Mambetaliev, Askarbek
Date: 2023-00-00
Type: Reports - Research
Subjects: Educational Policy,Public Policy,Language Usage,Official Languages,Policy Analysis,Foreign Countries,Undergraduate Students,Language of Instruction,Money Management,Slavic Languages

Language policy is crucial to any society's cultural and political fabric, as it shapes how individuals and groups communicate, interact, and identify. Language policy has important implications for nation-building and the creation of national identity. Language policy can also significantly impact university students' sense of belonging. Overt and inclusive policies can provide opportunities for students to develop language skills and cultural competencies, enhancing their academic and professional opportunities. Covert and implicit policies can create barriers to interaction between different language groups, leading to social fragmentation, exclusion, and discrimination. Overt language policies are those that are openly acknowledged and implemented, while covert policies are those that are more subtle and may be hidden. Overt language policies that promote a single national language can unite diverse groups within a nation. However, these policies can also lead to the suppression of linguistic and cultural diversity within a nation, potentially undermining the cultural richness of that society. Covert language policies can also have significant impacts on identity and national unity. For example, language policies not openly acknowledged can lead to confusion or mistrust among different language groups. These policies can reinforce power imbalances between language groups, perpetuating existing inequalities. Considering these concepts, this study aimed to answer the following questions: (1) What LP has been implemented in Kyrgyzstan? (2) How has LP affected university students? Information on the language policy implemented in Kyrgyzstan was necessary to answer the first question, which involved examining laws, banknotes, newspaper titles, and dissertation catalogs. It was necessary to gather data on how the language policy has affected the students to answer the second question. In addition, in-depth interviews with LP experts helped clarify both questions. The collected information was analyzed using textual analysis and statistical methods. Data analysis showed that different models of language policy were implemented in Kyrgyzstan, including multilingualism, bilingualism, and monolingualism. Overt, covert, and vague LP were used to promote these models. These models and methods have formed segregated communities, language discrimination, and different linguistic identities within the same ethnic groups.
Problems in English Language Teaching According to Secondary School Students
Author: Erdem, Serdar
Date: 2016-12-00
Type: Journal Articles
Subjects: Secondary School Students,Foreign Countries,English (Second Language),English Language Learners,Second Language Instruction,Problems,Student Attitudes,Teacher Response,Teacher Student Relationship,Siblings,Incidence,Instructional Program Divisions,Opinions,Teacher Behavior

The purpose of this research is to identify the problems encountered in teaching and learning English according to secondary school students and to determine the level of differentiation of students' perceptions of the problems in this regard. The population of the study consists of 24,850 secondary school students in Istanbul Sultanbeyli, while the study sample is comprised of 1261 secondary school students. The findings obtained from the study are the following: (1) According to the secondary school students, &quot;teachers' getting angry at mistakes&quot; is the highest factor encountered in English learning and teaching while &quot;teachers' not being prepared for lessons&quot; is the lowest factor; (2) As grade levels and the number of siblings increase, the students' perceptions on the problems encountered in English teaching and learning also rise; and (3) There are no significant differences between the students' opinions on the problems encountered in English teaching and learning according to studying in public or private secondary school, parents' occupation, family income, taking/or not English courses, the place and the duration of the subsidiary course variables.
A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief
Author: Jabbar, Huriya
Date: 2023-07-18
Type: Reports - Research
Subjects: Educational Change,COVID-19,Pandemics,Racism,Race,Social Justice,Differences,Institutional Characteristics,Public Schools,Charter Schools,Private Schools,Educational Vouchers,Rural Schools,Urban Schools,Parent Attitudes,Satisfaction,Responses,Comparative Analysis,Elementary Secondary Education

In the spring of 2020, the COVID-19 virus shuttered schools across the country and world and calls for racial justice expanded into nearly every sphere of social and political life as the nation reeled at another life violently taken at the hands of a police officer. School system leaders faced difficult decisions about delivering instruction while maintaining the safety and well-being of students, families, faculty, and staff. Moreover, the spotlight on racial injustice also drew attention to the need for educational reform to better serve historically marginalized students with academic, social, emotional, and other special needs. This research explores how educational institutions and their systems responded to two sudden disruptions, the COVID-19 pandemic and increased awareness of racial inequity. This research compared responses from traditional, charter, voucher-receiving private schools and rural and urban districts. The findings were based on 68 interviews with district, school, and community leaders and 46 interviews with parents, plus website, social media, and document analysis across four states and Washington, DC. [For the &quot;School System Responses to Racial Injustice. Technical Report,&quot; see ED629491. For the &quot;System Responses to Crisis: Organizational Perspectives. Technical Report,&quot; see ED629492.]
School System Responses to Racial Injustice. Technical Report
Author: Enoch-Stevens, Taylor
Date: 2023-07-18
Type: Reports - Research
Subjects: Race,Social Justice,Racism,Public Schools,Charter Schools,Comparative Analysis,Parent Attitudes,Responses,Educational Change,Institutional Characteristics,Differences,Geographic Location,Political Attitudes,School Demography,Rural Schools,Urban Schools,Elementary Secondary Education

Over the past two years, there have been calls for racial justice in nearly every sphere of social and political life, including the field of education. As much of the nation reeled at yet another life violently taken at the hands of a police officer, education workers faced the challenge of responding to local and national demands for policy change at the school and district levels in order to better meet the academic, social emotional, and other personal needs of racially minoritized students. In this report, the researchers share data from our 2020-21 study of how schools in eight districts across the United States responded to racial injustice, as well as parents' satisfaction with these responses. Specifically, they ask: (1) How did school systems in different sectors (i.e. traditional versus charter) respond to heightened attention to racial injustice?; (2) How did these different organizational contexts or other conditions shape response?; and (3) How did parents experience this year of racial reckoning and system responses? [For &quot;A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief,&quot; see ED629490.]
System Responses to Crisis: Organizational Perspectives. Technical Report
Author: Jabbar, Huriya
Date: 2023-07-18
Type: Reports - Research
Subjects: Educational Change,Responses,COVID-19,Pandemics,Crisis Management,Comparative Analysis,Charter Schools,Public Schools,Private Schools,Educational Vouchers,Urban Schools,Rural Schools,Institutional Characteristics,Differences,Minority Group Students,Well Being,Administrator Attitudes,Parent Attitudes,Elementary Secondary Education

In March 2020, the coronavirus shuttered schools across the United States and the world. In the first year of the pandemic, school systems faced difficult decisions about how to deliver instruction while maintaining the safety and wellbeing of students, families, faculty, and staff. As the months passed, the consequences from this public health crisis became even more apparent, as it disproportionately affected historically marginalized communities and further exacerbated existing educational inequities. Therefore, it is essential to understand how schools and systems respond to crises so we can design and implement changes in policy and practice that will better prepare us for the future. In this research, the authors sought to accomplish this goal by asking the following questions: (1) How did school systems respond to challenges in this early phase of the pandemic?; and (2) And did these responses differ by school sector (charter, private, or traditional public school) and by context? [For &quot;A Year That Forced Change: Examining How Schools and School Systems Adapted to the Challenges of the COVID-19 Pandemic and Calls for Racial Justice in 2020. Policy Brief,&quot; see ED629490.]