ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Effects of Demographic Factors on EFL Learners&apos; Self-Efficacy Beliefs
Author: Valizadeh, Mohammadreza
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Majors (Students),Student Characteristics,Gender Differences,Instructional Program Divisions,Student Motivation,Place of Residence,Self Efficacy,Undergraduate Students,Independent Study

This study investigated the level of self-efficacy beliefs of Turkish university learners who majored in English. Moreover, the effects of demographic factors of gender, grade level, types of initial motivation to enter a university, and living circumstances on participants' self-efficacy levels were explored. The participants were 301 undergraduate Turkish university learners who majored in English. Their self-efficacy was evaluated using a students' self-efficacy scale, which measured their self-efficacy within the category of self-efficacy for self-regulated learning. The data were analysed quantitatively. A relatively good (moderate) level of self-efficacy for self-regulated learning was found for Turkish English as a Foreign Language (EFL) university learners. There was a significant difference between the self-efficacy of males and females in favour of females. However, the magnitude of the differences in the means was below medium. Moreover, the participants' self-efficacy level did not vary by grade level and living circumstances (i.e., living alone, living with parents, living in a shared room/apartment, living in a dormitory) during the academic year. Additionally, there was not a significant difference in the self-efficacy levels of the group with initial intrinsic motivation and the group with initial extrinsic motivation to enter a university. The results of this research can be insightful for the field of educational psychology.
A Case Study on Information and Communication Technology in Empowering the Visually Challenged Women in Inclusive Education
Author: Naneetha, R.
Date: 2021-09-00
Type: Journal Articles
Subjects: Womens Education,Females,Developing Nations,Gender Bias,Equal Education,Barriers,Access to Education,Visual Impairments,Students with Disabilities,Inclusion,Educational Technology,Technology Uses in Education,Assistive Technology,Braille,Social Bias,Interpersonal Relationship,Interpersonal Communication,Young Adults,College Students,Foreign Countries

Brigham Young posits that 'If you educate a man, you educate an individual, but you educate a woman, you educate a nation.' Even now, educating a woman is challenging in cultural practices dominated by values and beliefs in the social system. Women in developing countries face significant barriers in accessing education, whereas gender inequality in communities, society, and the workplace hinders economic and social development. Education as a means of empowerment of women can bring changes socially, economically, and politically. An American author, Helen Keller, says that 'Education cannot be created with ease, only through the experience of trial and sufferings it can be strengthened, inspired and achieved.' Women with visual impairment are still receiving less schooling, denied social acceptance, and lack of access to information also became an impediment added to their woes. Perhaps, ICT has changed visually impaired women's lives by giving them access to mainstream and trying to be independent financially and socially. Furthermore, ICT has allowed visually impaired women in accessing braille materials, operating assistive devices and applications that build confidence, recognition, self-expression, and acquire knowledge. This study explores how inclusive education creates an opportunity for visually impaired women in overcoming societal stigma by achieving personal, social, emotional, and academic goals. ICT in education plays an essential role in developing women and facilitates empowerment, calibrated to a new order of society's structure and functions.
Revival and Resurgence of Our Lost GEM -- The Ancient Indian Education System
Author: Jain, Sonali Bhandari
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Educational History,Educational Change,Student Development,Graduate Students,Masters Programs,Problems,Skill Development,Values Education,Beliefs,Behavior Patterns

After witnessing the unruly and disruptive behaviour amongst college students on trivial topics, a study was conducted to find the reason behind it. The study consisted of students discussing topics like politics, situational problems etc. and it was observed that students lacked the concept of perception. Studying this even further, it was found that the cause for this was because our modern-day education focused more on literally manufacturing people for jobs and less on value systems and critical thinking. The present education system is finding it very difficult in ensuring the required quality that every student must possess. This also gives rise to students being confused about their career paths and life in general. They don't realise their true potential and abilities and thus start developing a &quot;follow the crowd&quot; mentality. To improve this situation, a radical change has to be brought into the education system and this change can only be supported by retrospection of India's ancient education system. The focus must now divert towards developing skills rather than just concentrating on academics. These ancient practices cannot be applied as it is in this modern era. Hence, their application calls for reinvention and resurgence to benefit today's students.
Redefining Assessment in Tourism and Hospitality Education
Author: Roma, Margie N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Tourism,Foreign Countries,Hospitality Occupations,Higher Education,Evaluation Methods,Job Skills,Student Evaluation,Majors (Students),Undergraduate Students,Education Work Relationship,Media Literacy,Thinking Skills,Educational Quality,Classification,Integrated Learning Systems

Higher educational institutions (HEIs) play a substantial role in the development of knowledge and skills that can cope with the demands of industries in the fourth industrial revolution (4IR). This study examined the alignment between the current assessment practices used by HEIs and the competencies demanded by the hospitality and tourism industry. It also aimed to develop an assessment strategy typology that could specifically target the competencies required by the industry. In addition, the study was able to determine the three most and the three least preferred assessment methods as perceived by the hotel and restaurant management students in a private university in Mandaluyong City, Philippines. The findings revealed the common assessment methods employed by teachers in Hospitality and Tourism Management (HTM) major courses. The study argues that the use of these identified assessment methods likewise contributes to developing the emerging skills in the 4IR such as sense-making, social intelligence, novel and adaptive thinking, and new media literacy. Further, the innovative strategies in the application of the assessment methods were found to be effective in student learning. Accordingly, hospitality educators are encouraged to continuously hone their knowledge and skills to provide quality education and produce competent graduates ready to face the challenges of today's technological era.
Influence of Social Media Activities on Higher Secondary Students
Author: David, D. Johnraj
Date: 2021-09-00
Type: Journal Articles
Subjects: Social Media,Telecommunications,Secondary School Students,Gender Differences,Geographic Location,Institutional Characteristics,Instructional Program Divisions,Rural Urban Differences,Educational Technology,Technology Uses in Education,Foreign Countries

Social media is a convenient network of communication for people nowadays. This study is an attempt to examine the application and usefulness of social media activities in academics. The main objective of the study is to find out the level of social media activities of the higher secondary students concerning gender, class, locality of the school, and types of school. The sample size for the study comprised 707 students. The investigator used the social media activities scale prepared and validated by D. Johnraj David and Dr. P. Muthupandi. A Simple random sampling technique was used to collect the sample from various schools. Data was analysed through mean, standard deviation, and &quot;t&quot; tests. The findings of the study indicate that: (1) male students have significantly higher use of social media activities than female students; (2) students studying in XII standard have significantly higher use of social media activities than students studying in XI standard students; (3) urban locality school students have significantly higher use of social media activities than rural locality school students; and (4) students studying in aided schools have significantly higher use of social media activities than students in unaided schools.
Examining the Digital Nativity Levels of Digital Generations: From Generation X to Generation Z
Author: Çoklar, Ahmet Naci
Date: 2021-09-00
Type: Journal Articles
Subjects: Generational Differences,Information Technology,Technological Literacy,Gender Differences,Access to Computers,Self Efficacy,Internet,Computer Use,Foreign Countries,Secondary School Students,Ownership

Adaptation to the digital world is explained by the concept of digital nativity, which includes competencies such as growing up with technology, being comfortable with multitasking, being reliant on graphics for communication, thriving on instant gratifications and rewards. On the other hand, one of the sources of differentiation in digital technologies is the concept of the digital generation (X, Y and Z), which is about the year of birth or age. In this study, the digital nativity levels of digital generations were examined. The participants were 270 people, 90 from each of the X, Y and Z generations. Digital nativity level determination scale was used as a data collection tool. As a result of the research, it was found that the level of digital nativity increases as we move from the X generation to the Z generation. In terms of gender, while males in the X and Y generations have a higher level of digital nativity than females, there was no difference in the Z generation. While having a computer is an important source of differentiation for the X and Y generations, it is not important for the Z generations. Finally, it has been observed that there is a difference in the relationship between digital nativity levels of the X, Y and Z generations and computer self-efficacy, and the duration of computer and internet use.
Examination of Music Teacher Candidates&apos; Opinions Regarding Distance Teaching Practice Course during the Pandemic
Author: Yadigaroglu, Zeynep
Date: 2021-09-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Music Education,Music Teachers,Distance Education,Pandemics,COVID-19,School Closing,Teaching Skills,Program Effectiveness,Foreign Countries,Teaching Methods,Barriers

This qualitative study aims to determine the opinions of music teacher candidates in Turkey on distant &quot;Teaching Practice&quot; courses during the COVID-19 pandemic. The participants of the study consist of 27 music teacher candidates, 18 female and nine male, studying in the last year (4th grade) of the music teaching department in the 2020-2021 academic year. The experiences gained in the course, the advantages and disadvantages of the process, the problems encountered and solution suggestions were determined through a semi-structured interview form. The data were analysed by content analysis. Music teacher candidates stated that they learned how to create virtual course content and design material, learned distant classroom and time management, gained the ability to communicate remotely and gained self-confidence. While providing ease/comfort, financial savings, opportunity to repeat the course, ensuring the continuation of education, preventing virus spread, time/place flexibility, strengthening technological know-how, strengthening theoretical knowledge, reducing the excitement factor, and providing remote monitoring were considered as advantages of the distance education process by music teacher candidates, limited communication, unreliable assessment and evaluation, limited time and activities, Not being suitable for applied fields, leading to mental laziness, and lack of sense of reality were considered as disadvantages. Inability to provide classroom management and discipline, ineffective teaching, lack of communication, technical problems, lack of music lesson materials, students' indifference, and not participating actively in the lesson are encountered in the distance teaching practice course. For the process to be carried out in a better way, music teacher candidates made suggestions such as compulsory attendance, reliable assessment and evaluation, creating micro-groups, diversifying music activities, designing fun activities, course content, and materials, troubleshooting technical problems, cooperation, assessment of students' requests and attitudes, providing psychological support, and accelerating the transition to face-to-face education.
My Classroom: Serbia
Author: Bankovic, Ivana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Elementary Secondary Education,Postsecondary Education,Educational Television,Creative Teaching,Educational Technology,Technology Uses in Education

Bojana Nikic Vujic: English teacher, teacher trainer, television personality, and textbook author are just some of the roles she has filled during her career as an educator. While still an undergraduate, Bojana worked part-time at kindergartens in Belgrade. She took home her master's degree in English Teaching and Methodology in 2005 from the University of Belgrade and worked as an instructor at the Faculty of Foreign Languages until 2007. Afterwards, she taught at a vocational secondary school specializing in pharmacy and physiotherapy, and because her course did not have a textbook, she wrote Explore Medical English. She continues to design and lead teacher-development courses, certified by the Institute for the Improvement of Education in Serbia. In 2014, however, she landed her current job at Ivo Andric Elementary School, and she has been there ever since. But a surprising new challenge arrived in 2020: a TV show. Bojana does not actually have a classroom that she can call her own. Her &quot;My Classroom&quot; is everywhere. Whether she is moving from room to room at Ivo Andric to teach children of several grades, running a professional development program for other English teachers, connecting with other schools in Europe for joint projects, or offering lessons on TV, Bojana is continually expanding her horizons and talents.
Digital Student Agency: Approaching Agency in Digital Contexts from a Critical Perspective
Author: Stenalt, Maria Hvid
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,College Students,Technological Literacy,Social Media,Computer Mediated Communication,Empowerment

Developing student agency is a critical aspect of higher education and, in particular, digital education. In this sense, the capacity to understand what constitutes agency in digital contexts of education and evaluate students' digital agency is now crucial. In contrast to traditional approaches to student agency in digital contexts that subsume technologies to educational intentions, media research has illustrated a more complex interplay between humans and technology. Drawing on this insight, the paper argues for a more critical disposition to digital student agency, wherein relational, cultural, and technological dynamics are central to agency. Specifically, the article proposes a framework for digital student agency that distinguishes five critical domains to student agency in digital contexts: (1) agentic possibility; (2) digital self-representation; (3) data uses; (4) digital sociality; and (5) digital temporality. The article concludes by outlining the implications of the framework for educational practice and academic research around student agency and student learning. Specifically, adopting the framework implies changes in how we investigate student agency in digital contexts and enables critical investigations of student-centred teaching practices.
Moderating Effects of Individual Differences in Causality Orientation on Relationships between Reward, Choice, Perceived Competence, and Intrinsic Motivation
Author: Jiang, Juming
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Differences,Correlation,Rewards,Incentives,Motivation,Influences,Personal Autonomy,Competence,Self Efficacy,Psychological Needs,Undergraduate Students,Puzzles,Time on Task,Private Colleges,Foreign Countries

This study examined whether individual differences in causality orientation moderate the effects of monetary reward and choice on perceived competence, which affect intrinsic motivation in turn. Causality orientation refers to an individual's tendency to experience or interpret events in a social context in a specific way and to behave accordingly, and is directly related to the development of intrinsic motivation. We randomly assigned 103 undergraduate students to one of four conditions: reward (reward vs. no reward) x choice (choice vs. no choice). Participants were presented with puzzles to solve in the experimenters' presence, and they were free to continue working on it once the experimenters left the room. We measured the time spent on solving puzzles when participants were free to choose other activities, and used self-reported feedback on task enjoyment as an index for intrinsic motivation. We also measured perceived competence as a mediator. Task enjoyment was unaffected by reward in participants with high autonomy orientation, but dropped significantly in participants with low autonomy orientation. Choice over task increased perceived competence in participants with high autonomy orientation, but lowered perceived competence in the case of low autonomy orientation. We found no significant effects for time spent on puzzles. The present study contributes to current understandings of the causes of performance differences in various settings.
Observation of Field Practice Rubric: Establishing Content Validity and Reliability
Author: Bhatnagar, Ruchi
Date: 2021-00-00
Type: Journal Articles
Subjects: Scoring Rubrics,Observation,Content Validity,Interrater Reliability,Test Validity,Student Teachers,Student Teacher Evaluation

Most teacher education assessments are criticized for lacking validity and reliability. This study describes the process of developing the Observation of Field Performance rubric to assess initial teacher candidates' classroom performance and establishing the content validity as well as reliability of the rubric. A panel of content area experts determined that 10 out of 12 items of the rubric were essential and the CVR was above the acceptable range for all 12 items, indicating that the rubric had a strong content validity. Additionally, the analysis of instructors' ratings on the rubric showed that the rubric had good level of internal consistency and inter-rater reliability. Thus, this study determined that the OFP is a reliable and valid measure of candidate performance during field practice. Establishing validity and reliability not only enables teacher education programs to collect high quality assessment data, it is also crucial for program approval and accreditation decisions by national and state agencies.
Student Discipline and Teacher Job Satisfaction: A Dual District Analysis
Author: Buckman, David G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Discipline,Student Behavior,Behavior Problems,Job Satisfaction,Secondary School Teachers,Secondary School Students,Correlation,Stress Variables,Predictor Variables,Teacher Characteristics,Work Environment,Leadership Styles,Principals,School Districts,Suburban Schools

This study aimed to contribute to the empirical literature related to student discipline's influence on teacher job satisfaction. Further, this research aimed to explore the correlation between student discipline and teacher job satisfaction while controlling for the contributing factors of job satisfaction). Also, this research study's results were interpreted through the lens of the Affective Events Theory indicating a person's emotions and behaviors for the workplace may influence their job satisfaction. An Ordinary Least Squares regression found that the correlation between student discipline and teacher job satisfaction was not statistically significant. However, the directionality of the relationship between student discipline and teacher job satisfaction was negative. By studying student discipline and teacher job satisfaction, this research determined that student discipline does harm teacher job satisfaction.
Informational Texts Comprehension with Collaborative Strategic Reading Model
Author: Semercioglu, Muhammed Serhat
Date: 2021-09-00
Type: Journal Articles
Subjects: Reading Instruction,Reading Strategies,Cooperation,Reading Comprehension,Elementary School Students,Grade 4,Instructional Effectiveness,Foreign Countries

The main purpose of this study is to examine the effect of teaching through the &quot;Collaborative Strategic Reading (CSR) Model&quot; on the reading comprehension skills at primary fourth grade. As a consequence, it was concluded in the study that the pre-test means were close to each other in the experimental and control group and that the experimental group had a higher mean than the control group in the post-test mean scores. Moreover, no significant difference was obtained between the experimental and control groups regarding the pre-tests. Still, a significant difference was obtained in favour of the experimental group for the post-tests. On the other hand, whereas it was determined that there was no significant difference between the experimental and control group for the pre-tests of Reading Comprehension and Main Theme Determination scales, there was a significant difference in favour of the experimental group for the post-tests and gain levels. It was also concluded that the value p which corresponded to Z=0,58 in the Pearson Product-Moment equation was 0.082 (p&gt;0,05), and considering that the result was not significant, the pre-test/ post-test prediction level was not significant, and the power degree of the correlation between them did not present a significant difference.
Perception of Turkish Primary School Students towards Syrian Students: The Role of Educational Activities Integrated with Children&apos;s Books
Author: Erol, Mustafa
Date: 2021-09-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Student Attitudes,Childrens Literature,Learning Activities,Refugees,Books,Grade 2,Immigration,Attitude Change,Instructional Effectiveness

The purpose of this study is to examine the effects of educational activities integrated with children's books on Turkish primary school student's perceptions of Syrian students. The research participants consisted of 51 Turkish primary school students educated in a primary school in Istanbul. The data in the study were obtained by scale prepared by the researchers. In the analysis of data obtained in the research, statistical techniques were used. According to the research findings, children's books were influential on students' immigrant perceptions. Accordingly, it was determined that there is a significant difference in favor of the post-test between the pre and post-test mean scores of the students in the experimental group. The study's findings indicate that educational activities enriched with children's books effectively affect primary school students' perceptions of immigrant children.