ethanporcaro/eric-fulltext-meta huggingface dataset:
Changes in the Education Landscape Caused by COVID-19: Opportunities and Challenges from UAE Perspective
Author: Abdallah, Asma Khaleel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,COVID-19,Pandemics,Electronic Learning,Distance Education,Teacher Attitudes,Emergency Programs,Barriers,Educational Change

The study aim is to identify the opportunities for the United Arab Emirates (UAE) educational sector during COVID-19. A survey was conducted among a sample of 100 teachers from 20 UAE higher education institutions. Teachers use online learning tools that cannot fully provide the benefits of face-to-face meetings with students. The research methodology is based on primary and secondary data analysis. Teacher questionnaire was formed; it contains 9 questions on distance learning actualization in a pandemic. Only 25% of those surveyed agreed with the inclusiveness and ease of remote learning technologies use, 20% expected that after a lockdown, learning could return to the status quo; 55% disagreed that the technologies used stimulate creativity and have an evidence base. Among key findings are that almost all respondents (95%) see the necessary reform of distance education for its further adaptation in the post-COVID-19 period. The study shows a significant imperfection of the applied online learning technologies. Studies from around the world have shown that school shutdowns have had similar consequences for most education systems.
Internet Addiction in University Students -- Czech Study
Author: Milková, Eva
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Risk,Undergraduate Students,Student Attitudes,Gender Differences,Part Time Students,Full Time Students,Prevention,Preservice Teachers,Foreign Countries,Symptoms (Individual Disorders),Time Management,Withdrawal (Psychology),Behavior Problems,Teacher Education Programs

The main purpose of the presented study is to explore the existing risk of Internet addiction for undergraduate students of Czech universities. The research was conducted as quantitative research; a CIAS-R questionnaire was applied. The data were collected in the years just before the Covid-19 pandemic (between October 2019 and March 2020). 3,366 respondents (2,151 females and 1,215 males) participated in our questionnaire survey. The average CIAS-R score achieved by our respondents was 44 points. It equals 6% of addicted college students (when applying the cut-off point of 63/64), and 3% of addicted students (when applying the cut-off point of 67/68). A significantly higher risk was revealed in males and in full-time students compared to females, and part-time students, respectively. The type of faculty studied was proved to be a significant intervening variable. Applying the 63/64 cut-off point, we revealed 5.6% of addicted students among the students of faculties of education, which is alarming (even if we consider the fact that applying the 67/68 cut-off point, we revealed 2.7% of addicted students.). These students represented almost 50% of our respondents, and they, as future teachers, will play an important role in the prevention of risky behavior.
Perception of the Students of the Master in Teacher Training of the University of La Laguna on Training in Competences for Educational Guidance and the Tutorial Function
Author: Pérez-Jorge, David
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Masters Programs,Teacher Education Programs,Teacher Competencies,Tutoring,Mentors,Student Attitudes,School Guidance,Secondary Education,Teacher Role,Secondary School Teachers,Teacher Qualifications

The present work aims to explore the knowledge that the students of the Master's Degree in Teaching at the University of La Laguna have about the functions of educational guidance and their role as teachers and tutors. To this end, this paper presents a review of the role of educational guidance in a Secondary Education center and the role of the tutor. Teachers' perception of the educational guidance and tutorial function, its importance and difficulties, and the evolution of initial training until reaching the current Master's degree is also presented. In addition, a mixed methodology is used, focused on a documentary analysis of the Title Verification and the teaching guides, a focus group interview, and a questionnaire on the self-perception of students of the competences in tutoring and educational guidance. The results show that students consider that the Master's program does not include sufficient training with respect to their tutoring and mentoring functions. Finally, the conclusion is reached that the students do not consider themselves prepared to exercise the tutorial function and proposals are suggested to improve this training.
Relationship between Student Perceptions of a Constructivist Learning Environment, and Their Motivational Beliefs and Self-Regulation of Effort
Author: Senler, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Constructivism (Learning),Educational Environment,Student Motivation,Self Control,Gender Differences,Science Education,Middle School Students,Public Schools,Foreign Countries

The aim of this study is twofold: first, to determine gender-related differences in students' perceptions of a constructivist learning environment, their motivational beliefs, and self-regulation of effort in a science lesson; secondly, to explore the relationship between these concepts. The correlational research was employed in this study. The sample consists of 489 students from five public middle schools in a small city in Turkey. The Constructivist Learning Environment Survey was utilized to assess students' perceptions of their classroom learning environment in constructivist-oriented ways. The Students' Adaptive Learning Engagement in Science survey was used to assess students' motivation and self-regulation of effort in their science learning. The relationships between students' perceptions of a constructivist learning environment and their motivational beliefs and self-regulation of effort were examined using canonical correlation analysis. According to the canonical analysis, middle school students' perceptions of a constructivist learning environment are significantly related to their motivational beliefs and self-regulation of effort. Implications of these findings were discussed.
Students&apos; Perception of Employing Social Media in the Educational Process in the Light of Education 4.0 Requirements
Author: Al-Hamad, Nouwar
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Social Media,Social Networks,Technology Integration,College Students,Foreign Countries,Use Studies,Technology Uses in Education,Intention,Gender Differences

The aim of this study was to discern the students' perception of social media networks integration into the educational process. The study was conducted in seven universities in the Northern region of Jordan. To achieve this goal, authors used the descriptive survey approach. A stratified random sample of 762 students from both genders and different disciplines were targeted. For data collection purposes, a survey tool was designed, which consisted of one polar question, one open question and a questionnaire consisting of fifteen 5-point Likert scale paragraphs. Results indicated that 82.41% of respondents showed constructive attitudes toward the integration of social media to the educational process and indicated their top preferred social media applications. Furthermore, the findings revealed that there was a significant relationship between use behaviour and behavioural intentions, as well as a significant relationship between use behaviour and facilitating conditions. Finally, the results showed no significant statistical difference at [alpha] = 0.05 between the respondents' statistical means pertaining to students' gender or field of study.
Identification of Student with Attention Deficit Hyperactivity Disorder (ADHD): Experiences of Primary School Teacher&apos;s Assessment in Inclusive School
Author: Supena, Asep
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Principals,Attention Deficit Hyperactivity Disorder,Measures (Individuals),Disability Identification,Mainstreaming,Measurement Techniques,Special Needs Students,Test Construction,Foreign Countries

Regarding which primary school teachers across the globe face the difficulty of teaching in an inclusive school, a broad range of ways exists to deal with the challenge. The primary characteristic of the students attending inclusive schools is that they experience attention deficit hyperactivity disorder (ADHD). This study aims to describe how teachers identify students with ADHD using a specific assessment instrument. Thus, it can make it easier for teachers to teach in class and provide special attention to students with ADHD. The data collection technique included semi-structured interviews with eight people comprising primary school class teachers, vice principals for student affairs, and school principals. The primary school teachers participating in this study have attended a workshop conducted by an expert in the Department of Special Education Need, teaching them how to use the assessment instrument in detecting ADHD. The data obtained were then analyzed and triangulated using qualitative data analysis techniques. Observations were made on teachers when assessing students with special needs having ADHD. The results revealed that the assessment conducted manually by the teacher by asking questions and paying attention to student attitudes with the ADHD instrument detected three categories: attention deficit disorder, excessive activity disorder, and self-control disorder. This study has implications for the primary school teachers and inclusive schools if they have ADHD students. It will help teachers detect students with ADHD syndrome.
The Relationship between Different Social Factors and the Intensity of Student Radicalism
Author: Hertanto
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Political Attitudes,Activism,Social Influences,Religious Factors,Social Capital,Social Attitudes,Social Change,Disadvantaged Youth,Socialization

The act of terrorism stimulated by the notion of radicalism in Indonesia is not a new phenomenon. It has indeed existed since the beginning of Indonesia's independence; The forms, actors, motives, and movements radicalism are, however, different. Recently, there has been a growing discourse on radicalism among young Indonesians. This study investigated the relationship between four social factors, namely, religiosity, religious tolerance, relative deprivation, and social capital (independent variables) and the intensity of radicalism among school students (dependent variable) in Lampung, Indonesia. Three public schools and three madrasas were taken as research samples. Data were collected using a questionnaire based on the extant literature and analyzed using chi-square and correspondence analysis. Each variable was found to have a relationship pattern with the intensity of student radicalism. The analysis revealed that two social factors, namely, religiosity and religious tolerance, had the strongest relationship with the intensity of radicalism. To reduce the impact of the intensity of radicalism, it is very important for the world of education to exercise social control over the relative backwardness of high school/&quot;Madrasah Aliyah&quot; students and provide social capital through an effective understanding of socialization process in schools. The expected implication is that the government, especially stakeholders in the education sector, must pay attention to the concerns of students as victims of radicalism and focus on the social factors and drivers of the intensity of radicalism so that students do not fall prey to radicalism.
The Relevant Motivator Elements in Becoming an Academic Entrepreneur
Author: Monge-Agüero, Mauricio
Date: 2022-00-00
Type: Journal Articles
Subjects: College Faculty,Entrepreneurship,Innovation,Corporations,Teacher Attitudes,Social Networks,Business Administration,Motivation,Information Technology,State Universities,Cross Cultural Studies,Foreign Countries,Teacher Characteristics,Likert Scales,Structural Equation Models,Decision Making

This study aims to understand the motivation behind academic entrepreneurs launching their business ideas as a company. To accomplish this objective, we analysed the reasons that motivated seventy-four academic entrepreneurs. The results showed that there is no single motivating element for starting an entrepreneurial project for academic entrepreneurs. Among them, the identification of a business opportunity, the existence of a support network and the possibility of having qualified staff to manage them are considered relevant elements. The results of this study may be useful for researchers and agents elaborating on successful public policies for academic entrepreneurship. Due to their scientific base, these types of companies become key in improving the innovation capacity of a territory and the effect on the rest of society in general.
Critical Discourse Analysis of Language and Power in EFL Classroom Interaction
Author: Rachmawati, Siti Amalia
Date: 2022-06-00
Type: Journal Articles
Subjects: Discourse Analysis,Classroom Communication,English (Second Language),Second Language Learning,Second Language Instruction,Power Structure,Language Usage,Teacher Student Relationship,Outcomes of Education,Teaching Methods,Social Theories,Learning Processes,Undergraduate Students,Language Teachers,Student Attitudes,Foreign Countries

Critical Discourse Analysis is a theory describing how texts are exercised in social phenomena related to discourse and interests in it. In the theory, language and teacher power are two important components to learn because they are areas of discourse learning. However, the topic of language and power is still rarely discussed, especially in EFL interaction. This study aims to discuss the use of language and the power possessed by the teacher in interacting with students in the classroom on the way student perceptions and its contribution to student learning outcomes. It investigates teacher discourse and teacher-student discourse that occurs in the classroom interaction. Through this explanation of critical discourse analysis, the researcher proposes to distribute the concepts of classroom interaction between teacher and students, the use of the teacher's language, and the use of the teacher's power to show the role of the power of using language in classroom interactions to create good learning characteristics and outcomes. The analysis employs Fairclough's theory and the types of power by French and Raven (1959). The method used in this study is a descriptive qualitative research method that deals with data in the form of words from interviews and questionnaire. The results showed that the teacher's language in classroom interaction is used not only to interact with the students but also to provide the materials and information, to give instruction, and to train the students' skill. The power with the highest frequency of use produced by the teacher during the learning process is expert power, reward power, referent power, legitimate power and the last is coercive power.
The Positive Effects of Problem-Based Learning Activities toward Indonesian EFL Learners&apos; Productive Language Skills
Author: Wijaya, Kristian Florensio
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Language Skills,Language Acquisition,Problem Based Learning,Instructional Effectiveness,Educational Benefits,Written Language,Speech Communication

With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts. One of those notable shifts is the rapid transition from teacher to student-centered approach. In Indonesian EFL productive language learning contexts; speaking and writing, problem-based learning activities can enable learners to be more confident, autonomous, spirited, and proficient speakers as well as writers. This present qualitative study was plied in the support of document analysis by integrating 30 prior problem-based learning studies held in our archipelago in order to encourage Indonesian ELT experts, practitioners, and policy-makers to start to incorporate this student-centered learning approach in their both speaking and writing learning vicinities. The obtained results revealed 3 positive L2 productive language-learning merits potentially promoted by problem-based learning activities namely: (1) Learners can be more productive L2 academicians, (2) Learners transformed into more high quality and autonomous L2 writers, and (3) Learners progressively became more confident as well as proficient L2 speakers. Following all of these 3 core beneficial productive L2 learning values, contextual, hands-on, and pleasurable problem-based learning design should be well established at the commencement of speaking and writing learning activities to disseminate more holistic learning outcomes progressively for learners.
Perceived Self-Determination Growth during an International Expedition for Adolescents with and without Disabilities
Author: Millen, Kaitlyn
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Disabilities,Students with Disabilities,Control Groups,Foreign Countries,Travel,Outdoor Education,Field Trips,Adults,Self Determination,Student Participation,Self Actualization,Attitudes,Social Cognition

Two factors that positively influence success in school and in post-school settings are self-determination and social programs such as expeditions for students with and without disabilities. This mixed methods study examined the benefits of a two-week international expedition to Nepal for adolescents (ages 14-18) with and without disabilities from the United States. The researchers measured self-determination in student participants utilizing the Self-Determination Inventory: Student Report (Shogren et al., 2020) as a pre/post-program measure and the No Barriers USA Program Evaluation (Duerden et al., 2016) as post-program measure. Twelve adolescents and four adult leaders who participated in the international expedition were interviewed to determine their perceptions of the benefits for students. The self-determination scores of student participants significantly increased (p = 0.007) after participation in the two-week expedition. Four major themes emerged from the data: disability and identity, self-determination growth, accessing supports, and sense of purpose. Using a mixed methods approach, we compared and integrated findings that support previous studies indicating that social programs increase self-determination skills. Implications for practice and future research are discussed.
Exploring the Perceived Causes and Management of Challenging Behavior in Namibian and Ghanaian Schools
Author: Chitiyo, Morgan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Behavior Problems,Behavior Modification,Foreign Countries,Teacher Attitudes,Punishment,Classroom Techniques,Elementary School Teachers,Secondary School Teachers

Since challenging behaviors are present in classrooms, it is imperative to understand how teachers acknowledge and respond to these unwanted actions within their schools. The overarching purpose of this study is to understand schoolteachers' perspectives on the causes of students' unwanted behaviors and their responses in the classroom. The study was also designed to explore schoolteachers' perspectives on the relationship between the students' challenging behavior and disability. A total of 1,056 Ghanaian (n=502) and Namibian (n=554) schoolteachers were surveyed to identify their understanding of causes of their students' challenging behavior and how they addressed the behaviors. Results of the study indicated that the teachers perceived challenging behavior as related to discipline and not disability. Most teachers also believed that both home and school environmental factors influenced challenging behavior. Furthermore, most schoolteachers from both countries did not believe that physical punishment was an effective way to address challenging behavior and did not support its use in schools. Teacher training programs in both countries need to emphasize the use of evidence-based proactive strategies to address students' challenging behavior in order to minimize the use of punitive strategies such as physical punishment.
Colombian Parents of Children with Autism Spectrum Disorder: Perceptions, Experiences, and Expectations
Author: Hughes, Marie Tejero
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Parent Attitudes,Autism Spectrum Disorders,Experience,Expectation,Cultural Relevance,Students with Disabilities,Clinical Diagnosis

Families play a critical role in supporting their children with autism spectrum disorder (ASD) and in advocating for their health and educational needs. However, many families around the world experience social, emotional, and financial difficulties, as well as challenges navigating various systems in search for the services and supports their children require. Colombia has made some recent strides in supporting the needs of families of children with ASD, but there is still concern among families that their children are not receiving adequate services. Thus, we were interested in learning more about what it was like to parent a child with ASD in Colombia. In particular, we focused on investigating the families' perceptions, experiences, and aspirations for their child with ASD by conducting focus group interviews. Four primary themes emerged from these interviews with Colombian parents, which included the impact of the disability diagnosis on the family, the systemic and societal challenges they faced, the strengths they saw in their child, and their future aspirations and expectations for their child. Implications for developing culturally responsive parent education programs are discussed.
The Italian Translation of the Supports Intensity Scale--Children (SIS-C Italian): Measurement Invariance and Differences
Author: Shaw, Leslie A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Italian,Translation,Social Support Groups,Measures (Individuals),Intellectual Disability,Needs Assessment,Test Construction,Children,Adolescents

The Supports Intensity Scale--Children's Version (SIS-C) was translated into Italian using a committee approach to translation. Latent modeling approaches enabled the leveraging of the large standardization sample from the U.S. (n = 4,015) to generate translation-specific norms from data collected in Italy (n = 435) for children and youth ranging ages 5-16 years placed in six evenly distributed age groups by country. Findings indicated the structure of the SIS-C (i.e., seven support need domains organized under an overall support needs construct), was supported in the Italian context. However, there were age-related differences in the U.S. and Italian samples. In the Italian sample, norms were established for the 5-8 years, 9-10 years, and 11-16 years age groups. Moreover, the Italian sample also differed from other European samples and SIS-C translations. The importance of understanding cultural contexts in interpreting findings from the SIS-C is discussed, along with ways in which SIS-C findings can be used to inform policy and practice in the Italian context.