ethanporcaro/eric-fulltext-meta huggingface dataset:
Career Adaptability and Academic Motivation as Predictors of Student Teachers&apos; Attitudes towards the Profession: A Mixed Methods Study
Author: Yurtseven, Nihal
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Attitudes,Vocational Adjustment,Teaching (Occupation),Teacher Behavior,Predictor Variables,Measures (Individuals),Learning Motivation,Adjustment (to Environment),Careers,Teacher Education,Foreign Countries

The attitudes towards the teaching profession reflect teachers' perception of the profession and strongly shape their professional behavior. As understanding the teaching profession and developing positive attitudes requires a long process, it is important to determine factors affecting attitudes towards teaching profession before the students engage in actual work behavior. Therefore, this study aims to determine the predictive power of career adaptability and academic motivation on student teachers' attitudes towards the teaching profession. The study was carried out through convergent parallel mixed methods design. 251 student teachers participated in the quantitative part of the study. For the qualitative part, five voluntary students attended the focus group interview. Quantitative data were collected with three scales while the qualitative data were collected through a focus group interview. The quantitative data were analyzed through stepwise multiple regression analysis and the qualitative data were analyzed through content analysis. Quantitative findings indicated that career adaptability and academic motivation predicted the attitudes towards the teaching profession, significantly. Correspondingly, the qualitative data also gave parallel results with the quantitative data, indicating that students' adaptation to career and their academic motivation were important predictors of their attitudes towards the teaching profession.
An Empirical Study on Integrating Technology into Statistics Classroom Practice
Author: Li, Ken W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Integration,Statistics Education,Teaching Methods,Technology Uses in Education,Classroom Communication,Lecture Method,Group Discussion,Learner Engagement,Cooperative Learning,Problem Solving,Student Attitudes,Models,Concept Formation,Scaffolding (Teaching Technique),Teacher Student Relationship,Information Technology,Video Technology,Postsecondary Education,Computer Science Education,Sociocultural Patterns,Foreign Countries

There has been much attention given to the use of technology in education; mostly concentrating on physical artifacts of technology to facilitate teaching delivery but little mentioning technology as a cultural resource to organize the learning environment promoting social interaction among students and between teacher and students. This paper thus attempts to derive a model of pedagogy in an IT environment taking social interaction in classroom learning into account and reports a process of validating the model through two observation studies and two questionnaire-based surveys. The first observation study took place in a lecture theatre where a teacher led a class discussion toward developing statistical concepts and showed that all students were attentive and participative. In the second observation study, the students in a computing laboratory were divided into small groups to solve statistical problems collaboratively. The first survey was conducted during the term time to interview students through which they reported their personal perceptions of and attitudes toward the educational use of technology. A questionnaire in the second survey was sent to the students via e-mail after the term time. In the questionnaire, they were asked to compare the experience of working in an IT environment between the classrooms using and not using a model of pedagogy in an IT environment. The students in the surveys reported that teacher facilitation of group learning in the statistics module with technology were different from other statistics modules they took in the same academic year because they appreciated group discussion that promoted social interaction and fostered working relationships, thus leading to construction of knowledge. These four studies show consistent results and evidence in supporting a successful implementation of the model into a statistics classroom practice. More importantly, the observation studies give a detailed account of peer collaboration, mutual assistance, and productive interaction in a process of discussion and the teacher sensitivity to adjust the means of scaffolding assistance that substantiate the survey findings.
Hate Speech and Social Acceptance of Migrants in Europe: Analysis of Tweets with Geolocation
Author: Arcila-Calderón, Carlos
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Bias,Speech Communication,Antisocial Behavior,Immigrants,Ethnic Diversity,Social Attitudes,Refugees,Social Media,Intergroup Relations,Correlation,Foreign Countries,Population Distribution,Geographic Regions

Hate speech against vulnerable groups is acknowledged as a serious problem for integration and respect for the social diversity existing within the territory of the European Union. The growth of this type of discourse has been supported by the expansion of social media, which have been proven to act as a mechanism for the propagation of crimes against targets such as migrants and refugees, one of the main affected groups. That is why we have conducted the first European study of the social acceptance of migrants and refugees by studying the presence of hate speech. The research is based on the perspective of the theories of intergroup contact and mediated intergroup contact. The methodology includes large-scale longitudinal analysis (2015-2020) of online hate speech on Twitter (N=847,978) and its contrast with existing official indicators. The results suggest that personal intergroup contact is positively correlated with the support of the local population towards migrants and refugees but mediated intergroup contact is not correlated with hate speech on Twitter. We found evidence that those regions where the support for foreigners was higher, there was a lower level of hate speech on Twitter. This is an advance in the study of hate speech by territories and can help in the formulation of action strategies.
Hate Speech Analysis as a Function of Ideology: Emotional and Cognitive Effects
Author: Abuín-Vences, Natalia
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Bias,Antisocial Behavior,Speech Communication,Interaction,Ideology,Audiences,Emotional Response,Physiology,Credibility,Interpersonal Communication,Politics,Foreign Countries

Hate speech is a major problem, especially in the political environment, where it generates polarization and social conflict. There are no experimental laboratory studies that have analyzed the mechanisms of action of hate speech using biometric records to evaluate the implicit negative emotion caused by these discourses, despite the essential importance of emotion in this problem. This work investigates the interaction between the ideology of the source and the audience (progressive vs. conservative) and the type of message (hate vs. non-hate) on cognitions (perception of the veracity of the message and the source) and negative emotion (biometric and self-reported). Biometric emotion was assessed by recording heart rate variability and electrodermal response. The results highlight the importance of evaluating implicit biometric responses that reveal inaccessible data with other methodologies: conservatives show more emotion in their biometric records than in self-reported ones. With these measures, hate desensitization effects are also detected in both audiences. With self-reported measures, more negative emotion is detected in progressive audiences only when the source is contrary to their ideology; on the other hand, conservatives show less negative emotion in all cases. These results are interpreted as a consequence of normative pressure and endogroup cognitive biases.
Special Education Teacher&apos;s Professional Development through Digital Storytelling
Author: Yasar-Akyar, Ozgur
Date: 2022-00-00
Type: Journal Articles
Subjects: Special Education Teachers,Workshops,Story Telling,Faculty Development,Inclusion,Secondary School Teachers,Students with Disabilities,Program Effectiveness,Educational Technology,Technology Uses in Education,Teacher Attitudes,Foreign Countries,Hearing Impairments

This research presents the results of an exploration of special education teachers' understanding of how their participation in workshop-based digital storytelling (DST) would enhance their professional development concerning inclusive education. This study evaluates the usability of the Smart Ecosystem for Learning and Inclusion (SELI) platform for supporting teachers during the workshop-based digital storytelling process. We used a convergent parallel mixed-method research design approach with 47 secondary school teachers working with disabled people in the Dominican Republic. The results of this study indicated that the SELI smart learning platform had shown good usability in supporting teachers during the workshop-based digital storytelling pedagogical process. Besides, two themes emerge regarding how workshop-based digital storytelling can contribute to teacher professional development for promoting inclusive education. The resulting themes are expressing, listening, and learning through digital storytelling; and driving change with digital storytelling to create more inclusive environments. Teachers who participated in the interviews were optimistic about DST implementation. They expressed that the workshop worked for multiple ways of expression, listening from and connecting with other stories, and learning through DST. Teachers could reflect their idea about using DST in terms of its potential impact on inclusion in the classrooms for driving change, building meaningful learning, and influential practice when used in the classroom.
The Relationship of Twitter with Teacher Credibility and Motivation in University Students
Author: Froment, Facundo
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Social Media,Credibility,College Faculty,Teacher Competencies,Correlation,Student Motivation,Undergraduate Students,Caring

This paper aimed to analyse the perceptions of university students in relation to the credibility of university instructors according to the tweets posted on their Twitter profiles and the academic motivation that these can generate. Thus, students' perceptions of teacher credibility are affected by what instructors post on their social media profiles. The participants in the study were 166 students from the Faculty of Education Sciences at the University of Seville, carried out using a quasiexperimental methodology for which three Twitter profiles for a university professor were created with professional, social and mixed content. For the analysis of the results, normality and homoscedasticity tests were carried out on the sample to decide which statistical tests to use. The most salient results indicated that students perceived the professional profile as more competent, more caring, and more trustworthy, followed by the mixed profile and, lastly, by the social profile. Positive correlations were also found between students who perceived the university professor as reflected in the professional profile as credible in their academic motivation. The findings and their practical implications for instructors are discussed in terms of how they can incorporate Twitter into their teaching, considering the needs of their students to enhance their learning.
Froebelian Pedagogy as Everyday Activism in Support of a Sustainability Agenda
Author: Watts, Tansy
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Educational Philosophy,Ethnography,Activism,Sustainability,Urbanization,Holistic Approach,Environment,Preschool Education,Suburbs,Photography,Vocabulary Development,Sensory Experience,Play,Outdoor Education,Recreational Activities,Parent Child Relationship,Foreign Countries

A contemporary concern about children's loss of contact with the natural world accompanies an ongoing urbanization and their reduced independent mobility. Children are becoming increasingly reliant on adults in accessing outdoor play and this is giving rise to more such experiences being shared. This research has explored the contemporary contribution of Froebelian holistic pedagogy through which child, adult and natural environment relations are understood as mutually beneficial. An exploration has been undertaken through preschool organized family trips to nature sites in a suburban English context. Sensory ethnography (Pink, 2009) has framed use of child-worn Go-Pros™ on trips by ten children between two and four-years old. This footage has then formed the basis for sensory elicitation interviews with parents in which we revisit shared experience from their child's point-of-view. These parallel perspectives have been analyzed through use of a vocabulary of holistic relations drawn from the theory of the evolution of human consciousness (Gebser, 1949) The potential is highlighted for children to draw adults into sensory experiences, big questions and storied relations with surroundings which can balance the potential for adults to draw children into abstract relations with a global context. Each is equally significant in forming rich, continuous connections between individuals and whole and can highlight the potential offered by Froebel's pedagogy in support of a sustainability agenda. This is through its orientation to a vision of the whole and significance of our own holistic capacities as everyday activism within this.
Posing Unique and Urgent Challenges to Understandings of Quality: Elucidations through a Froebelian Lens
Author: McNair, Lynn J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Philosophy,Foreign Countries,Preschool Teachers,Child Care,Access to Education,Educational Quality,Public Policy,Pilot Projects,Teacher Attitudes,Administrator Attitudes,Social Justice,Stereotypes

This paper reports on findings from a small pilot study undertaken with early years practitioners in Scotland. The Scottish Government is currently implementing its key election promise of almost doubling the entitlement to publicly funded early learning and childcare (ELC) for all three and four-year old and eligible two-year old children. A key message from the Scottish Government during this period has been that &quot;quality&quot; is at the heart of the expansion initiative (Scottish Government, 2017b). However, &quot;quality&quot; can be a contested and an ill understood concept (Moss, 2019). This pilot study, therefore, explored the perspectives of practitioners in Scotland regarding what &quot;quality&quot; in early years provision entails, particularly in this time of change and expansion. The paper will make three key arguments based on the findings from the study. First, that although &quot;quality&quot; is a much-used term in Scottish ELC settings, understandings of the term can be subjective, yet powerful and can leave practitioners with more questions than answers. Second, we argue that Fröbelian principles could ameliorate some of the issues regarding &quot;quality&quot; in Scotland, particularly in terms of combatting discrimination. Finally, we argue that those principles must be accompanied by a social justice lens in which prejudice and stereotypes are recognized, named, and unpacked and action for change taken.
An Investigation of Pre-Service Teachers Using Mobile and Wearable Devices for Emotion Recognition and Social Sharing of Emotion to Support Emotion Regulation in mCSCL Environments
Author: Wetcho, Suthanit
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Social Emotional Learning,Assistive Technology,Handheld Devices,Learning Processes,Foreign Countries,Emotional Response,Physiology,Cooperative Learning,Emotional Intelligence,Empathy

In the era of a workforce driven by automation and artificial intelligence, social and emotional skills are becoming increasingly relevant to online learning environments. Since social-emotional learning may be defined as a vital component of the learning process in professional instructional design practices, online learners not only need to develop the ability to apply their knowledge, attitudes, and skills but also to understand and manage their emotions. In which setting and achieving positive goals through social interaction, sharing feelings, and developing empathy for others can help with the process. This paper outlines the possibility of using emotion recognition, and social sharing of emotion techniques to support the regulation of emotion in pre-service teacher education. This study aimed to investigate pre-service teachers' emotion recognition tools acquired by emotion tracker and physiological signals based on their perceptions (without a concrete experience and knowledge). Moreover, the predictive ability was examined along with the relationships between emotion recognition, social sharing of emotion, and emotion regulation. Finally, we investigated emotion adjustment techniques that can be adapted into mobile computer-supported collaborative learning (mCSCL). In this study, 183 pre-service teachers from three different teacher-education institutions in Thailand, were voluntarily participated based on convenience sampling. The results of a self-report via online survey revealed that most pre-service teachers own at least one of the mobile technologies e.g., smartphones, tablets, or laptops. However, there is an increasing number of additional gadgets and wearable devices like EarPods and smartwatches. At the current time, it is nearly impossible to use of the IoT and other wearable devices. According to their subjective impressions in which corresponded to emotion recognition in the scientific literature, Heart rate (HR) and Heart rate variability (HRV) have recognized the most possibilities for emotion detection among physiological signals. Regarding regression analysis, the two-predictor models of emotion recognition and the social sharing of emotion were also able to account for 31% of the variance in emotion regulation, p&lt;0.001, R[superscript 2]=0.31, and 95% CI [0.70, 0.77]. In addition, the mCSCL applications and the importance of these variables in different collaboration levels are also discussed.
Twitter and Human Trafficking: Purposes, Actors and Topics in the Spanish-Speaking Scene
Author: Sierra-Rodríguez, Alba
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Media,Crime,Victims of Crime,Slavery,Migration,Antisocial Behavior,Sexual Abuse,Civil Rights,Content Analysis

Human trafficking is a phenomenon linked to several forms of exploitation, such as sexual exploitation, forced labour, forced marriage, begging, forced criminal activity, or organ removal. There are different debates about a potential overrepresentation of some of these exploitation purposes, such as the sexual one, in the discourses underlying international regulations, news or institutional campaigns. This may have consequences on the identification of some of the population affected by this phenomenon and the assistance provided to them. The aim of this paper is to analyse the temporal evolution of the purposes of exploitation, actors and topics most represented in the activity on human trafficking and exploitation on Twitter during the 2011-2020 period. The results show that sexual exploitation is the purpose most represented in Twitter activity and the fact that international organisations and the criminal prosecution of the crime of human trafficking have progressively become more relevant. Furthermore, the networks of topics suggest that sexual exploitation seems to be linked to the notion of prostitution. This may have consequences for the displacement of other purposes of exploitation or the approaches centred on the promotion of human rights to less relevant positions, as well as for the construction of certain images of victims of human trafficking.
Asian Americans in Today&apos;s U.S. Higher Education: An Overview of Their Challenges and Recommendations for Practitioners
Author: Tan, Guicheng
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Asian American Students,Student Experience,Racial Discrimination,Aggression,Mental Health,Intergroup Relations,Conflict,Barriers,Ethnic Stereotypes

Asian Americans are the fastest growing racial group in the US, yet their experience within higher education has been understudied. Many practitioners are familiar with the term &quot;model minority myth&quot;, yet their understanding of Asian American students remains overly generalized and superficial. By examining the experience of the Asian American through a public policy and demography perspective, this literature review identifies the root of the model minority narrative as it exists beyond the political tagline. As an effect of racial complexity and historical discrimination, Asian American students are disparate based on the ethnically heterogeneous nature of the population, overlooked microaggressions and academic barriers on college campuses, and mental health challenges due to lack of family or social support. Intergroup conflicts among different Asian racial and ethnic groups further perplexes the sense of unity of this student group on educational issues. Through this paper, practitioners will gain an overview on challenges faced by Asian American students in today's college campuses, along with recommendations for practitioners and institutions to improve support for Asian American students on college campuses.
Attracting and Supporting International Graduate Students in Higher Education and Student Affairs
Author: Chen, Jung-Hau
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduate Students,Foreign Students,Student Recruitment,Student Personnel Services,Student Needs,Barriers,Social Media,Student Adjustment,Higher Education,Student Attitudes,National Surveys,Comparative Analysis,Institutional Characteristics,Geographic Regions,Administrator Role,Teacher Role,College Faculty,Time Management,Social Support Groups

American higher education increasingly enrolls international students, yet little is known about the specific experiences of international students in the Higher Education and Student Affairs (HESA) field. Most HESA programs' curricula are American-centric and include integrated work experiences, which can present unique challenges for international students. The authors are international HESA students in Massachusetts. In fall 2018, they conducted the first national survey examining how international HESA students experience the graduate school search, employment, and transition processes. The survey instrument contained quantitative and qualitative items. Distribution occurred through social media and by email to over 120 HESA programs nationally. Respondents (N = 33) represented 20 home countries, and HESA graduate programs across the United States. Findings indicate that these students' academic, sociocultural, and legal needs differ in nuanced ways both from domestic HESA students and from other international graduate students, and are often unmet. This paper explores these nuances, including variation by institutional type and region, and the respective roles of various stakeholders in providing effective support. These insights are pertinent to HESA faculty internationalizing their programs, administrators supervising international students in HESA work, and offices serving international students at large.