ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Optimism and Organizational Citizenship Behaviour amongst Secondary School Teachers
Author: Makvandi, Abdollah
Date: 2018-04-00
Type: Journal Articles
Subjects: Secondary School Teachers,Foreign Countries,Citizenship,Questionnaires,Correlation,Multiple Regression Analysis,Multivariate Analysis,Teacher Behavior,Organizational Effectiveness,Teacher Attitudes,Organizational Development

The purpose of the study was to investigate the simple and multiple relationships between academic optimism and organizational-citizenship behavior amongst high school teachers in Ramhormoz, Iran. The sample consisted of 250 (125 female and 125 male) teachers, selected by stratified random sampling in 2016- 2017. The measurement tools included Hoy's Academic Optimism Questionnaire (2006), and Organ and Kanosky Organizational-Citizenship Behavior Questionnaire (1996). Pearson correlation, multiple regression, multivariate variance analysis (MANOVA), and single variable variance analysis in MANOVA, were used in the analysis of the data.
The Importance of Social Connection for Cybervictims: How Connectedness and Technology Could Promote Mental Health and Wellbeing in Young People
Author: McLouglin, Larisa
Date: 2018-04-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Mental Health,Well Being,Mixed Methods Research,Online Surveys,Interviews,Statistical Analysis,High School Students,Social Influences,Peer Relationship,Coping,Social Media,Victims,Help Seeking,Foreign Countries

A substantial amount of research has documented the negative impact technology has on young people's lives: particularly cyberbullying and the negative mental health outcomes associated with it. Research examining how technology could promote mental health and wellbeing in young people however, needs further investigation. This paper reports on a mixed methods study, which involved quantitative online surveys (N=229), and face to face interviews (N=30), across eight South Australian high schools. This paper will only address the quantitative results. The study involved young people aged 12 to 17 years. This paper discusses the importance of social connectedness and the use of technology to promote social connectedness among young people. A key finding was that young people who were more socially connected, were more likely to cope actively in response to frequent cyber victimisation. They were more likely to seek help and have positive mental health as a consequence. Findings from this study could aid policy development, social media campaigns, and the education of health professionals, teachers, and parents about the benefits of technology and the importance of staying connected.
Assessing the Potential toward Open Educational Practices in Kyrgyzstan
Author: Walz, Anita R.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Shared Resources and Services,Educational Technology,Technology Uses in Education,Mixed Methods Research,Higher Education,College Faculty,Teaching Methods,Librarians,Administrators,Educational Resources,Knowledge Level,Copyrights,Attitude Measures,Library Role,Resource Units

The study was undertaken to understand the propensity for increased engagement with open educational practices (OEP), to include methods prioritizing student-centered teaching &amp; learning, and awareness, use, and development of open educational resources (OER) among higher education faculty in Kyrgyzstan. The study employed a mixed-methods research design, combining qualitative and quantitative data obtained from 35 faculty, librarians, and administrators in institutions of higher education in Kyrgyzstan. This study aimed to identify current teaching practices and learning resource usage practices, gauge levels of knowledge regarding Kyrgyzstan's Copyright law, Creative Commons licenses, and Open Educational Resources, and investigate perceptions regarding potential roles for libraries in enabling others' learning regarding Copyright and Creative Commons, and open educational resources. Analysis of the results revealed a higher than expected gravitation toward student-centered pedagogy than previously assumed. The study also identified broad use of digital downloads as learning materials, conflation of open educational resources with free online resources, and positive perceptions of libraries' potential to instruct regarding Kyrgyz copyright, Creative Commons, and open educational resources, and needs for further professional development training for librarians.
Conceptualising OEP: A Review of Theoretical and Empirical Literature in Open Educational Practices
Author: Cronin, Catherine
Date: 2018-00-00
Type: Journal Articles
Subjects: Literature Reviews,Open Education,Educational Practices,Synthesis,Definitions,Concept Formation,Scholarship,Teaching Methods

Conceptualisations of open educational practices (OEP) vary widely, ranging from those centred primarily on the creation and use of open educational resources (OER) to broader definitions of OEP, inclusive of but not necessarily focused on OER. The latter, referred to in this paper as &quot;expansive definitions of OEP,&quot; encompass open content but also allow for multiple entry points to, and avenues of, openness. This paper explores the theoretical and empirical literature to outline how the concept of OEP has evolved historically. The paper aims to provide a useful synthesis of OEP literature for education researchers and practitioners. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) in April 24th-26th 2018.]
Collaborative Design of Open Educational Practices: An Assets Based Approach
Author: Miller, Kate Helen
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Cooperative Programs,Curriculum Design,Teamwork,Stakeholders,Community Organizations,Partnerships in Education,Community Development,Program Design,Models

This paper outlines a collaborative approach to the design of open educational resources (OER) with community stakeholders so they can be shared with other community practitioners openly, online and repurposed for other contexts. We view curriculum not as something that educationalists provide but rather something that emerges as learners engage with an educational context. We draw on a Project consisting of a partnership between five European Institutions of Higher Education and a range of community stakeholder groups. The partnership will develop a suite of OER for community workers who are implementing assets based approaches in different contexts. We argue that these approaches are negotiated in that one cannot decide how they might operate in a given context without engaging in deliberative discussion. The challenge for us as open education practitioners is how to turn those deliberations into OER and to highlight the important pedagogical aspect of the design process. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) in April 24th-26th 2018.]
Mapping the Open Education Landscape: Citation Network Analysis of Historical Open and Distance Education Research
Author: Weller, Martin
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Research,Concept Mapping,Open Education,Educational History,Citation Analysis,Citations (References),Distance Education,Social Networks,Network Analysis,Educational Practices

The term open education has recently been used to refer to topics such as Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs). Historically its roots lie in civil approaches to education and open universities, but this research is rarely referenced or acknowledged in current interpretations. In this article the antecedents of the modern open educational movement are examined, as the basis for connecting the various strands of research. Using a citation analysis method the key references are extracted and their relationships mapped. This work reveals eight distinct sub-topics within the broad open education area, with relatively little overlap. The implications for this are discussed and methods of improving inter-topic research are proposed. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
Designing Continuing Professional Development MOOCs to Promote the Adoption of OER and OEP
Author: Karunanayaka, Shironica P.
Date: 2018-00-00
Type: Journal Articles
Subjects: Professional Continuing Education,Online Courses,Adoption (Ideas),Educational Resources,Educational Practices,Open Education,Vignettes,Learning Experience,Curriculum Design,Educational Innovation,Barriers,Concept Mapping,Focus Groups,Journal Writing,Change Strategies,Educational Technology

There is growing interest in the adoption of open educational resources (OER) and open educational practices (OEP) in a variety of contexts. Continuing professional development (CPD) among practitioners in the effective adoption of OER and OEP is critical in this scenario. Massive open online courses (MOOCs), which also grew as part of the open education movement, provide a feasible means for this purpose. MOOCs are considered a 'disruptive innovation' in making free and open learning opportunities accessible to large numbers. Yet, the design of an effective massive online course that is as robust as a great online course with smaller student numbers where good principles of teaching and learning are maintained, is very challenging. Most contemporary MOOCs tend to have a content-driven focus of knowledge transmission, deviating from its original focus of knowledge generation. With the intention of providing learning experiences to promote learner engagement with OER, rather than presenting content about OER, we designed four CPD MOOCs to support the integration of OER and adoption OEP by practitioners based on a scenario-based learning (SBL) approach. This paper presents the analysis and design phases of this process, discussing the challenges faced and innovative strategies adopted in our pursuit to answer the question, &quot;How best to design effective MOOCs on OER and OEP for continuing professional development of practitioners?&quot; [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
A Genre Analysis of English and Turkish Research Article Introductions
Author: Kafes, Hüseyin
Date: 2018-00-00
Type: Journal Articles
Subjects: Turkish,Research Reports,Contrastive Linguistics,Teaching Methods,Discourse Analysis,Computational Linguistics,Academic Discourse,Writing Instruction,English (Second Language),North American English,Native Speakers,Authors,Periodicals,Journal Articles,Social Sciences

This corpus-based exploratory study investigates the rhetorical organization of research article (RA) introductions in the field of social sciences, using an adapted version of Swales' (1990) framework of move analysis. A corpus of 75 research article introductions in English by American academic writers and in English and Turkish by Turkish academic writers formed the data. The data were analyzed using Sheldon's adaptation of Swales' CARS model. The findings indicate that the three corpora follow the model, employing the three moves to a great extent. However, the introductions differ in the extent to which the steps are used. Both the English and Turkish article introductions by Turkish academic writers display resemblance to the established English discourse conventions. Yet, they also vary from the established discourse conventions in English in some aspects, displaying compliance with local discourse community conventions. The findings of the present study have been discussed with reference to the findings of previous studies and pedagogical implications have been discussed.
Opening the Curriculum through Open Educational Practices: International Experience
Author: Ritchie, Laura
Date: 2018-00-00
Type: Journal Articles
Subjects: Open Education,Educational Practices,Curriculum Development,Teacher Role,Student Role,Curriculum Enrichment,Interdisciplinary Approach,Music Education,International Educational Exchange,College Programs,Program Descriptions,Foreign Countries

A successful international learning initiative focusing on student agency began with a link facilitating OE-enhanced teaching between a UK university and a US high school class. It became an international trip organised and funded by five UK students and their teacher who travelled to California, teaching and performing music across formal and informal learning settings. The project is now a credit-bearing class, retaining the original initiative's openness within the university curriculum where final-year students collaborate with the teacher, self-organising to design and plan curricular details from travel logistics to musical interactions. Students engage in heutagogy, demonstrating the highest levels of autonomous, personal learning in this co-learning environment. Their assessment, a reflective journal, encourages engage with deeper learning processes. The original trip was documented as an eBook including 10,000 student-authored words telling their collaborative learning journey. The book was published without DRM an accessible model for other students and educators. [This paper was presented at the 2018 Open Education Consortium Global Conference, held in Delft (The Netherlands) April 24th-26th, 2018.]
Embodied Resources in a Repetition Activity in a Preschool L2 Classroom
Author: Balaman, Ufuk
Date: 2018-00-00
Type: Journal Articles
Subjects: Second Language Learning,Preschool Education,Preschool Teachers,Preschool Children,Learning Activities,Repetition,Foreign Countries,Teaching Methods,English (Second Language),Second Language Instruction

The interactional architecture of L2 teaching and learning in preschool classrooms has been explored only to a limited extent despite the growing literature on L2 classroom discourse. The existing literature on these settings mainly describes an interactional site with limited L2 interactional repertoires of the very young learners. Accordingly, preschool teachers seem to draw on repetitions and interactional routines to create opportunities for learner participation. Against this background, this study sets out to describe a preschool L2 classroom in which a pre-service language teacher education project is implemented. Based on a conversation analytic examination of the interactional unfolding of a &quot;repeat after me&quot; activity, aimed at eliciting the students' self-identification, the current study documents the interactional management of embodied resources. The findings demonstrate that the teacher repeatedly deploys embodied directives and recurrently draws on repetition of the focal form. Consequently, the students show active engagement and participation in the activity. The findings also provide implications for teaching English to very young learners and research on classroom interactional competence, L2 classroom discourse, embodiment, and multimodality.
Rhetorical Organisation of the Subsections of Research Article Introductions in Applied Linguistics
Author: Öztürk, Ismet
Date: 2018-00-00
Type: Journal Articles
Subjects: Applied Linguistics,Periodicals,Computational Linguistics,Literary Genres,Comparative Analysis,Research Reports,Text Structure,Models,Academic Discourse,Writing Instruction,Discourse Analysis

Since the publication of the book Genre Analysis (CUP) by Swales (1990), many studies have focused on the study of the rhetorical organisation of different sections of research articles (RAs). The organisation of RA introductions has received most of the attention. However, the focus has generally been on the structure of introductions without subsections or on the main part of introductions with subsections. The term &quot;main part&quot; refers to the section between the abstract and the first subsection of an introduction. However, many researchers have not specified whether the introductions they studied were followed by subsections or not. Therefore, the present study firstly focuses on the structural comparison of RAs with and without subsections. Also, the rhetorical organisation of RA introductions with subsections has not received any attention. Hence, the second purpose of the present study is to investigate how RA introductions with subsections in the field of Applied Linguistics are rhetorically organised. The corpus used in the study consisted of 50 RA introductions published in high impact Applied Linguistics journals. In the analysis, Swales' (1990, 2004) CARS model was used. The findings show that there are rhetorical differences between RA introductions with and without subsections. The study has implications for teaching academic writing to postgraduate students and novice researchers.
Identifying the Perceptions of Prospective English Language Teachers on Characteristics of Effective Teachers: Who Is the Ideal Teacher?
Author: Külekçi, Gülsah
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Teacher Attitudes,Teacher Effectiveness,Student Attitudes,Questionnaires,Teacher Education,Semi Structured Interviews,Teacher Behavior,Foreign Countries,Teacher Characteristics

This paper reports on a study of prospective English language teachers' perceptions concerning teaching behaviors and attitudes that contribute to effective foreign language teaching and learning. It was designed to identify teacher effectiveness factors according to the perceptions of prospective English language teachers at a university in Izmir, Turkey in the 2016-2017 academic terms. In this descriptive study, the data were collected by means of a questionnaire to which 165 male and female prospective English language teachers responded. Based on current research on foreign language teaching, various teaching behaviors and attitudes of effective foreign language teachers were identified for inclusion on the questionnaire. Semi-structured interviews were conducted with eight prospective teachers to find out what they think or how they feel specifically about the items which were marked as the least important by them. The results indicate an emerging professional consensus regarding a number of teacher behaviors and attitudes related to foreign language teaching. Various characteristics associated with ELT were identified, such as giving examples related with the real life situations, being prepared for the lesson and developing themselves continually. The more we know about ELT characteristics, the more likely we are to develop language teacher preparation models that incorporate aspects of relevant language teaching.
The Potential Role of Open Educational Practice Policy in Transforming Australian Higher Education
Author: Bossu, Carina
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Open Education,Educational Practices,Educational Policy,Higher Education,Ideology,Educational Benefits,Policy Formation,Consciousness Raising,Capacity Building,Educational Administration,Educational Planning

Open Educational Practices (OEP) have played an important role in assisting educational institutions and governments worldwide to meet their current and future educational targets in widening participation, lowering costs, improving the quality of learning and teaching and promoting social inclusion and participatory democracy. There have been some important OEP developments in Australia, but unfortunately the potential of OEP to meet some of the national educational targets has not been fully realised and acknowledged yet, in ways that many countries around the world have. This paper will gather, discuss, and analyse some key national and international policies and documentation available as an attempt to provide a solid foundation for a call to action for OEP in Australia, which will hopefully be an instrument to assist and connect practitioners and policy makers in higher education.
Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice
Author: Dashtestani, Reza
Date: 2018-00-00
Type: Journal Articles
Subjects: Communities of Practice,Social Networks,English for Academic Purposes,Student Attitudes,Cooperative Learning,Student Projects,Social Media,Questionnaires,Semi Structured Interviews,Mixed Methods Research,Barriers,Preferences,College Second Language Programs,Teaching Methods,Instructional Effectiveness,Foreign Countries

Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students' attitudes towards EAP and academic content learning. Three groups of students from three disciplines, i.e. engineering (n = 54), social sciences (n = 57), and basic sciences (n = 62) participated in the study. The students participated in collaborative projects on three social network sites, i.e. &quot;Facebook,&quot; &quot;LinkedIn,&quot; and &quot;ResearchGate,&quot; for a period of four months with the help of their teachers. Questionnaires and semi-structured interviews were utilized as the instruments of the study. The results suggested that the students from the three disciplines had positive attitudes towards carrying out collaborative projects on three social network sites. No significant difference was identified regarding students' attitudes. The perceived benefits of the project work included opportunities for having international communication, learning academic vocabulary, peer collaboration, teacher support, and opportunities for improving academic English and academic literacy. The study further explored students' attitudes towards factors which affected students' project work and the limitations of the use of collaborative projects on three social network sites. The students showed a preference for using &quot;Facebook&quot;; however they did not agree on their interest in the use of &quot;ResearchGate&quot; and &quot;LinkedIn.&quot; The findings can have implications for integrating the three social network sites in EAP instruction.
Acquisition of Language and Intercultural Competences in Tourism and Hospitality Studies through Active Experimentation in Second Life
Author: García, Mercedes Rico
Date: 2018-00-00
Type: Journal Articles
Subjects: Hospitality Occupations,Tourism,Undergraduate Students,Foreign Countries,Experimental Groups,Control Groups,English for Special Purposes,Second Language Instruction,Second Language Learning,Intercultural Communication,Mixed Methods Research,Computer Simulation,Computer Games,Teaching Methods,Simulated Environment,Interaction,Hypothesis Testing

Living in a global world involves not only mastering languages, but also dealing with different habits and values. It becomes critical with students trained to deal with a multicultural public, such as the group of learners from tourism covered by our research. Our proposal aims to analyze whether the virtual world of Second Life (SL) facilitates the development of English for Specific Purposes and the acquisition of intercultural communication. To cover the objective qualitative and quantitative research were conducted along a four-phased in/out SL instruction. Questioning about the differences between the mean score obtained by experimental and control groups shows no significant differences in the acquisition of language regarding face to face and Second Life interaction, but demonstrates a positive tendency in the case of intercultural competences.