ethanporcaro/eric-fulltext-meta huggingface dataset:
Correlates of Food Insecurity among Undergraduate Students
Author: Hamilton, Casey
Date: 2020-00-00
Type: Journal Articles
Subjects: Hunger,Food,Undergraduate Students,Foreign Countries,Gender Differences,Individual Differences,Predictor Variables,On Campus Students,Racial Differences,Foreign Students

Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,490 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Experiences of food insecurity were reported by 42.3% (n=1,479) of respondents. Among those who were food insecure 60.2% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diversability (developmental, physical, or other disability), individuals self-reporting as belonging to a visible minority, and international students were more likely to experience food insecurity than comparator groups. When adjusted for gender, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student well-being on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.
Risk and Protective Factors for Anxiety Impacting Academic Performance in Post-Secondary Students
Author: Lisnyj, Konrad T.
Date: 2020-00-00
Type: Journal Articles
Subjects: Risk,Anxiety,Academic Achievement,College Students,Foreign Countries,Predictor Variables,Psychological Patterns,Well Being,Stress Variables,Individual Differences,Multiple Regression Analysis

This survey study measured the association between risk and protective factors of anxiety and its implications on the academic performance of 1,053 students at a four-year, public post-secondary institution in southwestern Ontario. Logistic regression analyses revealed 13 significant variables at the univariable level, while the multivariable model yielded seven significant factors. Students who felt hopeless significantly increased their odds of reporting anxiety adversely affecting their academic performance, while being able to manage daily responsibilities was the only protective factor against anxiety impacting students' educational attainment. By planning, designing, and implementing proactive programs focusing on these predictor variables, such interventions can equip students against the debilitative influence of anxiety on their academic success.
Students&apos; Technological Awareness at the College of Education, Qatar University
Author: Hendawi, Manal
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technological Literacy,College Students,Schools of Education,Knowledge Level,Technology Education,Educational Technology,Gender Differences,Ethnicity,Grade Point Average,Specialization

&quot;Technology at the level of university education has become an important basis for designing educational curricula, and it is considered one of the most essential elements of teaching in our time, especially creative teaching based on employing critical thinking skills and problem-solving method. The use of technological applications and their use in managing the educational process and organizing it within institutions Is considered one of the most critical foundations of quality standards. Still, instead, it is a component of the quality of the educational process. This study seeks to confirm the extent of the technological awareness of students at the College of Education at Qatar University before going on to training in the field by adopting a descriptive method to measure the students' technological awareness levels. The study was applied to all students of the College of Education at Qatar University distributed on eight specializations. The number of students in the college for the academic year 2020/2020, in which the questionnaire was, applied 2063, 17.9% responded to the study instrument, equivalent to 371 students. The results of the study showed that the general level of both the emotional and cognitive fields of technological awareness is high, and the level of awareness of the skill field was average. The results revealed that there are no differences in all dimensions of Technology about sex, specialization, or nationality. While the study found technological awareness increases with the number of years of study and the level of academic performance. A set of recommendations was proposed in light of the study results, such as the College of Education holding workshops and seminars specializing in Technology, adding a course in educational technology for students in the secondary education program in particular, and providing courses in Technology first-year students.
Let All Voices Be Heard: Exploring International Students&apos; Communication Challenges in the Internationalized Classroom
Author: Yu, Xi
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Adjustment,Educational Needs,Intercultural Communication,Barriers,College Faculty,Teacher Student Relationship,Cultural Differences,Educational Experience,Academic Advising,Student Attitudes,Teacher Attitudes,Teaching Assistants

In many cases, faculty and staff are unaware of the unique challenges that international students experience in classrooms, and teaching priorities may not be aligned with the learning needs. To address the gap in perspectives between students and faculty/staff, this focus group study involved international students, staff, faculty and instructors. The purpose is to identify barriers that international students face in cross-cultural interaction and develop strategies that faculty and staff can use to provide effective support. The study reveals multi-layered challenges that cross-cultural transition and language barriers can create for international students, and roles of domestic students in cross-cultural interactions. The resulting discussion highlights teaching and advising strategies that faculty/staff can employ to enhance the learning experience for international students.
A Comparative Study of Progressive and Aggressive Teachers&apos; Unions and Their Effects on Students&apos; Achievements at Secondary School Level
Author: Mand, Rahat
Date: 2018-00-00
Type: Journal Articles
Subjects: Unions,Academic Achievement,Teacher Welfare,Fringe Benefits,Teacher Rights,Group Membership,Classification,Foreign Countries,Teacher Attitudes,Educational Improvement,High School Teachers,Role

The purpose of this study is to analyze critically the two main categories of teachers' unions as progressive and aggressive teachers' unions and their positive and negative effects on students' achievements at secondary school level. The researcher therefore determined to find out the exact role of teachers' unions. All secondary school teachers of district Shangla were selected as population of the study while 100 teachers at SSC level from twenty high schools were chosen as sample of the study. For this purpose, simple random sampling technique was used. The main tool for the collection of data was a survey questionnaire. The findings based on the statistical calculations showed that there are two main categories of teachers' unions. Progressive unions play positive role for the progress of education system while aggressive unions play negative and destructive role in education system. Progressive teachers' unions work for the professional development of teachers, support teaching learning process and improve quality of education. On the other hand aggressive teachers' unions work for the increase of salary, promotion, better working condition and defend their unproductive members. All Teachers' unions may consider themselves as an integral part of the education system. They may perform their assigned duties and responsibilities honestly and sincerely.
Maker&apos;s Mind: Interdisciplinarity, Epistemology, and Collaborative Pedagogy
Author: Novotny, Kristin
Date: 2019-00-00
Type: Journal Articles
Subjects: Design,Interdisciplinary Approach,Teaching Methods,Cooperative Learning,Student Projects,Active Learning,Learning Activities,Epistemology,Teacher Attitudes,Cartoons,Novels,College School Cooperation,Middle School Students,Undergraduate Students,Liberal Arts,Drama,English Literature,Online Courses,College Faculty,Creativity,Information Technology

This article considers the epistemological consequences of interdisciplinary, collaborative pedagogy through the lens of a practitioner whose goal is to theorize and contextualize her practice. The author traces connections between interdisciplinary pedagogy and the idea of Making or makerspaces. Giving in-depth examples of interdisciplinary, integrative, project-based collaborative activities that have an affinity to the concept of Making, the author concludes by suggesting some important epistemological consequences of a &quot;Maker Pedagogy.&quot; [Note: The page range (45-62) shown on the PDF is incorrect. The correct page range for this article is p45-61.]
Participation in the Egyptian Pre-University Education Sector: International Organizations&apos; Perspectives
Author: Rizk, Ayman
Date: 2019-00-00
Type: Journal Articles
Subjects: Trustees,Nongovernmental Organizations,Barriers,Administrator Attitudes,Foreign Countries,International Organizations,Community Change,Community Role,School Community Relationship,Educational Improvement,Community Schools,Poverty,Educational Quality,Educational Change,Trust (Psychology),Family School Relationship,Incentives,Government Role,Elementary Secondary Education

This paper discusses participation in the pre-university education sector by reviewing three stakeholders: Local communities, the Boards of Trustees (BOTs) and Non-Governmental Organizations (NGOs), their contributions to the sector, and their main challenges that prevent them from realizing more significant impacts from the perspectives of international organizations' officials. The paper adopts a qualitative method and builds on data gathered from semi-structured interviews with twelve international organizations' officials. The paper suggests that the lack of community participation has a lot of interactive factors within a very complex, complicated and demotivating context. It concludes with a set of recommendations that may be considered by the government of Egypt and the ministry of education for enhancing participation within the pre-university education sector.
Adequacy of Computer Assisted Phonological Awareness Intervention Program for Deaf Children
Author: Sohail, Ifra
Date: 2018-00-00
Type: Journal Articles
Subjects: Phonological Awareness,Deafness,Assistive Technology,Speech Therapy,Outcomes of Treatment,Program Effectiveness,Intervention,Computer Assisted Instruction,Listening Skills,Foreign Countries,Young Children

The purpose of the study was to compare the efficiency of computer-assisted (CA) phonological instructions on three levels of phonological awareness (PA) i.e. shallow, intermediate and deep on children and PA skill level comparison of hearing aid users and cochlear implant users. The study sample consisted of 40 children with age range 5-7 years, who used amplification devices in the form of a hearing aid and cochlear implant. While the selection criterion included a hearing age of three years. A developed Computer-assisted instructional plan was used to develop PA skills of hearing aid users and cochlear implant. This plan was validated under the supervision of senior experts in the field of speech and language therapy. Individualized sessions were provided to the students and recorded for ready referrals. After a treatment of three months for phonological development, the effect was observed on respective three levels of PA. A significant difference was observed on all three levels signifying the efficacy of intervention through computer-assisted instruction. Irrespective of the type of amplification system, i.e. hearing aid or cochlear implant, the treatment benefitted both groups.
Testing Usage-Based Approaches to Assessing EFL Learners&apos; Development of English Argument Structure Constructions
Author: Kim, Hyunwoo
Date: 2020-00-00
Type: Journal Articles
Subjects: Language Usage,Second Language Learning,Second Language Instruction,English (Second Language),Verbs,Translation,Task Analysis,Accuracy,Language Proficiency,Semantics,Syntax,Sentence Structure,Korean,Native Language,Elementary School Students,Middle School Students,High School Students,College Students,Generalization

Usage-based approaches to language acquisition explain language development as a gradual process of generalizing constructions through language experience. This study investigated second language learners' development of constructional knowledge from the perspective of usage-based language development. A total of 169 Korean EFL students at five grade levels completed a sentence-sorting and a translation task. Results of the sorting task showed stronger constructional sorting as the learners' grade level increased. Additionally, the sorting of intermediate-level learners was influenced by verb semantics such that the sentences including light verbs were more strongly clustered according to constructions than the sentences with heavy verbs, suggesting learners' reliance on light verbs in the early stages of constructional development. Results of the translation task demonstrated a higher translation accuracy with increasing proficiency, but with a significant amount of variation across individual constructions contingent on the constructions' syntactic and semantic complexity. Overall, our findings confirm the usage-based development of L2 learning.
Interdisciplinary and Intergenerational Project, &quot;Ulisses&apos; Pirate&quot;: An Empirical Study in the Context of Basic Education
Author: Mendes, Pedro Cabral
Date: 2019-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Intergenerational Programs,Older Adults,Elementary School Students,Grade 6,Parents,Elementary School Teachers,Program Effectiveness,Dance,Drama,Portuguese,Physical Education,Art Education,Computer Science Education,Workshops,Student Attitudes,Teacher Attitudes,Parent Attitudes,Program Attitudes

The aim of this study was to analyse the impact of an interdisciplinary and intergenerational educational experience in the elderly, in teachers, students and their parents or guardians. Creative Dance and Drama Workshops were articulated with Portuguese, PE, Arts and IT subjects. A total of 20 6th graders, their parents or guardians, five teachers and 15 elders participated in the study. An analysis of 194 free evocations based in the free word association technique was performed, along with 17 semi-structured interviews. From the literary texts &quot;Os Piratas&quot; and &quot;Ulisses&quot;, an expressions-based work was proposed, where drama and movement games were explored. Evocations of the central core were of Friendship, Learning, Affection, Solidarity and Interaction. Of the 264 text units analysed, interaction with the elders was highlighted. In the teachers' perception about the subjects and workshops involved in the project, a valorisation of IT and of Portuguese was registered. It is also relevant the amount of references to values and to the Interaction with the elders. This interdisciplinary and intergenerational project has revealed itself valuable for the integral and humanistic training of the students, having also given rise to corporeal artistic and emotional experiences relevant to their well-being.
Holocaust Lessons for the Criminal Justice Classroom
Author: Sporer, Celia
Date: 2019-00-00
Type: Journal Articles
Subjects: Death,Jews,Crime,Undergraduate Students,Foreign Countries,Community Colleges,European History,Mastery Learning,Exhibits,Law Enforcement,Teaching Methods,Outcomes of Education,Two Year College Students,History Instruction,Student Attitudes,Management Systems,Writing Assignments,Course Evaluation,Course Descriptions

The recent rise of anti-Semitic acts and general lack of Holocaust knowledge highlights the need to integrate Holocaust education across disciplines. An undergraduate criminology class at Queensborough Community College (QCC-CUNY) was aligned with an on-campus Holocaust center exhibit, 'Conspiracy of Goodness', focused on rescuing behaviors of the village of Le Chambon during the Holocaust. Prior to the class, students had only a rudimentary understanding of the Holocaust. During the semester students engaged with the exhibit, attended events, and completed a paper comparing and contrasting the behaviors of Le Chambon with those of Jedwabne, Poland by critically applying criminological theory. Upon course completion, students showed an increased mastery of Holocaust information and were able to critically connect historical events, criminological theories, and current events evidenced, suggesting the benefit of aligning Holocaust and criminal justice studies.
Learner-Centred Discourse in an English Language and Literature Classroom in Pakistan
Author: Shah, Mujahid
Date: 2018-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Comparative Analysis,Discourse Analysis,Audio Equipment,Foreign Countries,Teaching Methods,Classroom Communication,Student Attitudes,Ideology,College Faculty,Second Language Learning,Second Language Instruction,Applied Linguistics,English Literature,English (Second Language)

The paper investigated the differences between teacher-centered (TC) and leaner-centered (LC) methods and the views of the students about the same in an academic context in Pakistan. Keeping in view the nature of research, mainly a qualitative research method was used. Data was collected by audio-recording two classroom discourses on LC and TC modes respectively. Further a questionnaire with a focus on open-ended questions was also served to the participants of the study. Data was analyzed informed by Conversation Analysis and Critical Discourse Analysis (CDA). The study showed certain conversational and ideological differences between the two types of discourses: TC and LC. The students preferred LC method. The study will help encouraging other academicians to carry out further research on different teaching methodologies. Moreover, it will contribute to the field of Applied Linguistics, specifically language teaching.
Preferences of Learning Styles and Approaches of English Language Teachers Enrolled in Distance Education Program
Author: Hussain, Nasreen
Date: 2018-00-00
Type: Journal Articles
Subjects: Preferences,Cognitive Style,English Teachers,Second Language Instruction,Graduate Students,Masters Programs,Open Universities,Distance Education,Learning Strategies,Gender Differences

This paper explores the learning styles and approaches of English language teachers enrolled in master's program at an Open University in Pakistan. A total of 78 male and female teachers who were in their last stage of writing their dissertation at an open university in Pakistan were identified through stratified sampling and survey method was used to collect the data. Entwistle's three distinct approaches to learning were utilized to collect the data for this study: deep approach, surface approach and strategic approach. A self-developed pre-coded survey questionnaire founded on Entwistle (2001) was developed based on the purpose of the study. The results indicated that there was no sufficient evidence to conclude that the use of different learning approaches in distance programs through deep, surface, and strategic approaches were different for male and female students. Academicians teaching in distance universities could benefit from the research findings and consider them when developing materials for their learners. The results can also raise awareness among the distance learners regarding the learning styles and approaches that are mostly used by them.
Quality Assurance Toolkit for Open and Distance Learning Institutes: A Glimpse of E-Leaners&apos; Perspective
Author: Qadri, Mubashar Majeed
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Quality Assurance,Educational Quality,Open Education,Distance Education,Electronic Learning,Virtual Universities,College Students,Student Attitudes,Evaluation Methods,Higher Education

The emergence of new ODL institutions and keenness of conventional universities to offer online degree programs in higher education predict its popularity. However, the challenge of how to ensure the quality of learning in ODL institutions is also emerging. In this regard, Virtual University of Pakistan (VUP) has nearly developed first ever quality assurance (QA) toolkit at national level specifically applicable to VUP and generally to all ODL institutions offering online programs. In this paper, the key features from the e-learners' perspective are identified. Through extensive literature review and in-depth discussions with focus groups, total ten (10) key areas were identified in the toolkit among which the &quot;e-learner&quot; is acknowledged as a pivotal parameter and the most dominant section of the toolkit. Focus group research methodology was used for data collection from randomly shortlisted informants i.e. faculty members and students of VUP. The questionnaire designed for the focus group was reviewed from experts to ensure the language, cultural and contextual validity. Total twelve (12) sub-themes were extracted relevant from learner's perspectives. This paper will contribute to boosting the confidence of the various stakeholders at home or elsewhere, who are skeptical about quality claims of the ODL institutions.
A Comparative Study of John Dewey and Muhammad Iqbal as Educationists
Author: Hussain, Yusrat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Comparative Education,Educational Philosophy,Educational Theories,Theory Practice Relationship,Meta Analysis,Role of Education,Muslims,Progressive Education,Individual Development,Self Actualization,Curriculum,Educational Objectives

A comparative study of Dewey and Iqbal as Educationists is based on scientific approach which combines findings of different scientific researches and is recognized as Meta- analysis. The fundamental principle in Meta-analysis is to search for a shared truth which may be found in good number of conceptually similar scientific researches. The interviews of Heads of Education Departments may be considered the most valuable inputs of scholarly personalities. During literature review special attention was paid to the original work by Dewey and Iqbal. It was found that the real aims of education as explained by both educational thinkers are much more similar. Dewey and Iqbal stand at the point of greatest achievements or success in the field of educational philosophy, especially in their own cultures. Iqbal is surely preface to Pakistan and the Muslim philosophy while Dewey can be regarded as master mind in relation to secular liberalism for the Americans. Dewey and Iqbal make commencement of different philosophical presuppositions but it is astonishing to note that their educational philosophies do not sharply go to the level of antagonistic contrast. It is because of such reasons that this study became interesting and valuable for comparison and analysis of Dewey's and Iqbal's educational thoughts.