ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Blended Learning Using Google Classroom on Writing Ability of EFL Students across Autonomy Levels
Author: Sujannah, Wahyu Diny
Date: 2020-04-00
Type: Journal Articles
Subjects: Blended Learning,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Pretests Posttests,Comparative Analysis,Writing Skills,Personal Autonomy,Undergraduate Students,Essays,Writing Instruction,Student Attitudes,Instructional Effectiveness,Foreign Countries,Computer Software,Computer Assisted Instruction

A lot of studies have shown that the integration of the Internet in the teaching process in the classroom, or commonly called 'blended learning,' improves EFL students' writing ability. Nonetheless, the effect of blended learning using Google Classroom on EFL students' writing ability by considering autonomy levels has not been conducted yet. Therefore, this study aimed to examine the effect of blended learning using Google Classroom on writing ability of EFL students across autonomy levels. This study involved 53 third semester students taking Essay Writing course in two classes at Universitas Negeri Malang, Indonesia. One of the classes received blended learning using Google Classroom and the other was taught in a conventional way. Pre-test and post-test were given to students in the two groups to know their writing ability before and after the treatment. The students in the experimental group were also given a questionnaire to know their autonomy levels. The results of the study showed that the writing ability of the EFL students taught by using blended learning using Google Classroom was better than that of the other group. Besides, the high autonomous EFL students outperformed the low autonomous EFL students in their writing ability.
An Analysis on Mission Statements of Turkish Primary Schools: Similarities and Differences
Author: Turhan, Burcu
Date: 2020-03-00
Type: Journal Articles
Subjects: Institutional Mission,Foreign Countries,Elementary Schools,Public Schools,Comparative Analysis,Differences,Regional Characteristics,Second Language Instruction,Outcomes of Education

Mission statements are increasingly becoming an inevitable component of educational institutions. The main reason behind this can be attributed to the fact that they are determinants for the accreditation of schools in today's competitive educational arena. Thus, gaining an insight into the emphasized concepts in mission statements of primary schools is essential since primary schools are the places where the education starts for every single individual. In this regard, the aim of this study is to provide a document analysis of mission statements of Turkish public primary schools which are governed by the Ministry of National Education. To achieve this, mission statements of 500 primary schools across Turkey were compiled; particularly schools from the Western and the Eastern parts of the country were randomly selected and included in the analysis. As well as the comparison between mission statements of schools located in two opposite sides of the country, a special attention was paid to whether any reference to language teaching and learning was available in the mission statements. The whole data were analysed via content analysis. The results give in-depth information about common and differing points among mission statements. The most common mission was found to be educating individuals who valued Atatürk's principles and reforms underpinning the Turkish education system. Besides, a number of distinct missions were detected with regard to some targeted personality traits between the most cited points in missions of the Eastern and the Western schools. In terms of foreign language education, only a few references were revealed in mission statements of primary schools in Turkey.
The Complex Challenge of Foreign Interference in Research Administration and Compliance
Author: Chu, Tammy F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Administration,Foreign Countries,Compliance (Legal),Intellectual Property,Risk Management,Risk,Federal Aid,Public Agencies,Antisocial Behavior

Recently, foreign interference has emerged as an important compliance issue for U.S. research institutions, due to efforts by foreign governments to misappropriate intellectual property and research. Consequently, federal funding agencies are now requiring research institutions to ensure compliance with foreign component regulations and to implement protections against foreign interference. This paper offers an analysis of foreign interference cases and recommendations from national committees and leading academic institutions, summarizing the geopolitical context, compliance risks, risk management strategies, and future challenges in this area. The key risks identified were the diversion of IP and research and non-disclosure of foreign sponsorship. Recommended compliance and risk management strategies include centralized work groups, monitoring and auditing, integration of foreign component compliance into research misconduct and conflict of interest and commitment policies, staff training, and security controls. Special attention should be paid to future regulations and industry standards for dual appointments and foreign talent recruitment programs and compliance with federal deemed-export and equal employment opportunity laws. Finally, foreign interference management programs should also include measures to prevent racial profiling and xenophobia, while emphasizing a commitment to international collaboration, a diverse workforce, and America's open academic system.
Identity and Attitudes towards the Past, Present and Future of Student Teachers in the Digital Teacher of English Programme
Author: Góralczyk, Natalia
Date: 2020-04-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Self Concept,Language Teachers,Student Attitudes,Masters Programs,Graduate Students,Teacher Education Programs,Telecommunications,Handheld Devices,Computer Assisted Instruction,Practicums,Professional Identity,Student Teacher Attitudes

This study aims to investigate the identity and attitudes towards the past, present and future of the first and second year MA students in the &quot;Digital Teacher of English&quot; specialization conducted at a university in Poland. During the academic year 2017/2018, a questionnaire administered to 30 pre-service teachers revealed that according to James Marcia's Identity Statuses, over 60% of the participants' identity statuses were recognized as achieved, lending support to the other studies of this kind (Yunus, Malik &amp; Zakaria, 2012; Werbinska, 2009). Furthermore, considerable insight has been gained with regard to their time-oriented attitudes.
Simulations for the Learning of Decision Making in Educational Leadership in the Context of the Chilean School System
Author: Volante, Paulo
Date: 2020-03-00
Type: Journal Articles
Subjects: Decision Making,Instructional Leadership,Foreign Countries,Principals,Vignettes,Standards,Leadership Training,Case Studies,Administrator Education,Learning Experience,Teaching Methods,Problem Based Learning,Administrator Attitudes,Educational Improvement,School Administration,Elementary Secondary Education,Computer Simulation,Cultural Context,Usability,Faculty Development

This article describes the process of designing and creating six computer-based simulations for school leadership training programmes, in the context of the Chilean school system. For the design and construction of the simulations, six scenarios were selected from case analysis of principals with formal training and experience in different contexts. These scenarios were turned into stories with decision branches, and scores were assigned to the decision-making events according to national and international leadership standards. Finally, the scenarios were coded and installed onto a platform, which was adapted to capture quantitative and qualitative data. The simulations were applied to principals and candidates for school leadership positions. The process of creating and implementing the simulations demonstrated that it is possible to introduce a tool specifically designed to improve the decision-making abilities of school principals and leaders, replicating the Chilean educational context. This is a step forward in efforts to facilitate learning experiences based on decision-making situations contextualised and relevant to the training of school leaders. Finally, the use of computer-based simulations has great potential to scale the exchange of knowledge and make it universally accessible as a complement to other training opportunities in the careers of school leaders.
Exploring the Benefits of Combined Outdoor Adventure Education and Dual-Immersion Short-Term Study Abroad Experiences
Author: Asfeldt, Morten
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Outdoor Education,Adventure Education,Study Abroad,College Students,Outcomes of Education,Student Development,Leadership,Cultural Awareness,Skill Development,Ecology

Outdoor adventure education (OAE) and study abroad share many epistemological and pedagogical foundations and have been on parallel tracks for many years yet rarely intersect. This paper has two goals: (a) to invite study abroad researchers and practitioners to consider findings and practices from OAE to further enhance study abroad, and (b) to explore the benefits of combining OAE and study abroad practices by presenting such a model. Three questionnaires (pre, post, and 1-year after) were distributed to 32 students in 2012 and 2015 who participated in a combined OAE and dual-immersion study abroad experience. Responses were analyzed to identify central learning outcomes and critical elements. Overall, the findings affirm that the combined model of OAE and study abroad provided meaningful learning and point to a number of potential benefits of combining study abroad and OAE as an effective means of enhancing shared learning goals.
Reviewing the Situation: Jewish and Black Identities--Inventing Strangers
Author: Woolf, Michael
Date: 2020-04-00
Type: Journal Articles
Subjects: Jews,Self Concept,Ethnicity,Race,Student Attitudes,Racial Bias,Misconceptions,Stereotypes,Intellectual Development,African Americans,Blacks,Social Class,Intergroup Relations,Racial Identification,United States History,Social Justice,Racial Attitudes,Alienation,Judaism,Christianity,Biblical Literature,Foreign Countries,Musicians,Civil Rights,Study Abroad,Clergy,Literature

Dominant national myths create versions of reality that we need to deconstruct if we are to take students beyond stereotype. Using the USA as an example, histories that do not align with critical national narratives become silenced or muted. Preoccupation with Black and White dichotomies is just such a narrative that has hidden the significance of class; the idea of the USA as a haven for the stranger similarly blurs a long history of anti-Semitism. The essay demonstrates that collective identities are constructs not objective realities. They devolve from myths, acts of imagination, seductive narratives. A transition from myth to history, from archetypal dream to reality, reveals complexities that subvert simplistic stereotypes. Conventional assumptions about ethnicity and race need to be subject to deconstruction; if exported abroad they are likely to bring confusion rather than clarity. In these circumstances, destabilizing student perceptions is an intellectual imperative.
Structuring a Departmental Research Administration Office to Combat a High-Demand Workload and Offset Administrative Burden
Author: Leyland, Bridget
Date: 2020-00-00
Type: Journal Articles
Subjects: College Administration,Research Administration,Psychology,Departments,Grants,Grantsmanship,Best Practices,Program Proposals

Departmental research administrators offer a wide range of support services to research communities, university central offices, and fellow research administrators in other departments and institutions around the world. It is important for department-level research administration offices to function as a unit to provide centralized services that maximize the potential for successful funding and accounting outcomes. The Office of Grants and Contracts in the University of Pittsburgh's Department of Psychiatry established an intra-office structure that operates as a central office proxy designed to offset the impact of a high-volume submission and active grants management portfolio. This reorganization included dedicated pre-award and post-award teams, a data management team, a personnel/purchasing team, and a fiscal team that offer support and infrastructure within the OGC and to the Department of Psychiatry at the University of Pittsburgh. This case study describes pre-intervention challenges and post-intervention outcomes, and how this model may be applied to any administrative setting, regardless of submission or award volume, to help define roles, systemize services, inform best practices, and improve procedures.
Focused Ethnography on &quot;Disability&quot; and &quot;Home-Based Care&quot; in Scotland in Opinions of Polish Migrants Employed as Caregivers: A Preliminary Research Report
Author: Borowska-Beszta, Beata
Date: 2018-09-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Caregivers,Migrants,Employment,Ethnography,Caregiver Attitudes,Caregiver Role,Older Adults,Females,Independent Living,Specialists,Social Work,Home Health Aides,Cultural Influences

Preliminary report on ethnographic research conducted by a team of 4 researchers from Poland in Scotland with the participation of group of economic, migrants from Poland in, employed legally in home-based care in Edinburgh &amp; Livingston. The project was developed and undertaken from April 2017 to April 2018. The main research question was: What kind of disability and care concepts held migrants from Poland employed in home-based care? The collected data from focus groups and individual interviews allowed to generate basic codes and categories of disability and care concepts in the opinions of migrants from Poland. Among them are: the concept of disability and care and detailed subcategories of care, such as: care tasks &amp; duties, care norms &amp; rules, care &amp; taboo, care burdens &amp; difficulties, care values for caregivers, caregivers and artifacts related to home-based care. The research allowed for the development of 3 main themes related to: femininity issues and care for elderly females, concepts of implemented independent living and features of support system.
Effect of Secondary School Students&apos; Metaphorical Perceptions Regarding Mathematics Classes and Mathematics Teachers on Achievement
Author: Köse, Erdogan
Date: 2018-04-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Figurative Language,Mathematics Instruction,Mathematics Teachers,Mathematics Achievement,Grade 8,Grade Point Average,Teacher Student Relationship,Foreign Countries,Correlation

This study aimed to examine the effects of secondary school students' metaphorical perceptions regarding mathematics classes and lesson teachers on achievement. A mixed model was used. Positive and negative metaphors generated by students about mathematics classes and mathematics teachers were compared with their achievement in mathematics. After data analysis, the findings were interpreted. Students' metaphoric perceptions related to mathematics classes and mathematics teachers were found to be parallel. Also, negative or positive attitudes towards the lesson and teacher were found to directly influence achievement. Hence, student attitudes towards mathematics lesson and mathematics teachers highly predict their achievement in mathematics.
A Study into the Impact of the Choice of Cognitive and Meta-Cognitive Strategies and Podcasts on Vocabulary Gain and Retention Levels in the &quot;Telegram&quot;-Based E-Learning Context
Author: Elekaei, Atefeh
Date: 2020-04-00
Type: Journal Articles
Subjects: Learning Strategies,Metacognition,Handheld Devices,Audio Equipment,Vocabulary Development,Retention (Psychology),Electronic Learning,Asynchronous Communication,Distance Education,Second Language Learning,Foreign Countries,English (Second Language),College Students

Forming synchronous and asynchronous learning networks utilizing internet has been simplified by new technologies. The present study investigated the effects of learners' choice of cognitive and meta-cognitive strategies on vocabulary gain and retention levels in the e-learning context. 180 participants took part in this study and 120 audio podcasts plus still and animated pictures were presented to the participants in the &quot;Telegram&quot; channel. 23 strategy items on a 5-point Likert scale were presented to the participants by means of a voting robot system on the main page of the channel after the treatment. Additionally, an immediate as well as a delayed vocabulary posttest in the form of multiple-choice were administered, separately. Four one-way ANOVAs were run in order to answer the questions. The results revealed that the choice of cognitive strategy significantly affected the level of vocabulary gain and retention. In other words, learners who applied more cognitive strategies had higher levels in vocabulary gain and retention. However, the choice of meta-cognitive strategy had no considerable influence on vocabulary gain and retention.
Skype® International EFL Exchanges Revisited: Chi-Squared Results of Changes in Affective Variables
Author: Ockert, David
Date: 2020-04-00
Type: Journal Articles
Subjects: Videoconferencing,Elementary School Students,Student Attitudes,Rating Scales,Comparative Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Audio Equipment,Information Technology,Teaching Methods,Intervention,Goodness of Fit,Learning Motivation,Self Esteem,Communication (Thought Transfer),Travel,Grade 5,Intercultural Communication,International Educational Exchange

This article contains the results of a chi-squared analysis on the data set of a survey instrument completed by a class of Japanese elementary school students (n = 29) before and after a series of Skype® exchanges. The parametric results were reported previously (Ockert, 2015a). The instrument instructions requested students to rank six statements on a scale from 1 (&quot;Completely Disagree&quot;) to 6 (&quot;Completely Agree&quot;). Comparing the chi-squared individual item results before and after the exchanges clearly shows the increases in the affective variables across the range of the scale numerical options. The implications for the use of voice over Internet protocol technologies in EFL contexts are discussed.
Multimodal Spaces for Digital Translanguaging: Using &quot;Storyjumper&quot; to Engage Bi/Multilinguals in Interactive Storytelling
Author: Ezeh, Chioma
Date: 2020-04-00
Type: Journal Articles
Subjects: Story Telling,Multilingualism,Teaching Methods,Student Diversity,Multimedia Materials,Personal Narratives,Bilingualism,Native Language,Second Language Learning,Video Technology,Audio Equipment,Code Switching (Language),Minority Group Students,Literacy Education,Academic Achievement,Computer Software,Computer Assisted Instruction,Second Language Instruction,Lesson Plans,Teacher Student Relationship,Peer Relationship,Learner Engagement,English (Second Language)

The need for multimodality in meaning-making and knowledge representation is critical in this contemporary time when teachers are faced with not only diversity in classrooms but also a great number of technological tools to choose from. Digital storytelling implies creating stories with multimodal tools including text, images, audio and videos. As a literacy tool, it is instrumental in giving multilingual students, who are often minorities, the opportunity to not only share their personal narratives with their linguistic resources, but also make further connections with a piece of information presented to them during a lesson, while honing and building their literacy skills. Translanguaging refers to how learners employ all their linguistic resources to create meaning. It is a practice that is used to support the academic achievement and language development of bi/multilingual students. Both storytelling and translanguaging practices can as well be supported with technology in the classroom to engage learners. Translanguaging with an interactive digital storytelling application (&quot;Storyjumper&quot;) entails that multilingual learners are creating and representing meaning in diverse modes including using more than one linguistic mode, learning by storytelling (another mode), and using a platform (&quot;Storyjumper&quot;) that supports use of images, text and audio modes of communication. This review describes the features of &quot;Storyjumper&quot; and applies the principles of engagement in Computer-Assisted Language Learning (CALL) as a framework to evaluate it. For learners to maximize the opportunities of language and literacy development presented to them, they must be engaged in tasks.
Academic Procrastination, Self-Efficacy Beliefs, and Academic Achievement among Middle School First Year Students with Learning Disabilities
Author: Mostafa, Amaal Ahmed
Date: 2018-09-00
Type: Journal Articles
Subjects: Time Management,Self Efficacy,Academic Achievement,Middle School Students,Students with Disabilities,Learning Disabilities,Foreign Countries,Self Concept Measures,Grade Point Average

The purpose of this study was two-folds: to examine the relationship between academic procrastination, self-efficacy beliefs, and academic achievement .And to investigate the relative contribution of academic procrastination, self-efficacy beliefs to academic achievement among middle school first year students with learning disabilities.The correlational design was used . The sample of the study comprised of 100(all of them were females, Mean age= 12.6 years, SD = 0.41) middle school first year students with learning disabilities attending three schools in Zagazig City during the academic year 2017/2018, second term. The study utilized questionnaires and instruments to measure the variables. The correlation coefficient results revealed significant negative relationship between self-efficacy beliefs and academic procrastination (r = -0.232), academic procrastination and academic achievement(r= -0.154) while the correlation coefficient was positive for relationship between academic self-efficacy and academic achievement(r = 0.278). The results of multiple linear regression analysis was indicated that self-efficacy beliefs and academic procrastination accounted for 20% of total academic procrastination variance (F(2, 340) = 32.75, p&lt; 0.001). In addition to this academic procrastination ([beta] =-0.36, p&lt; 0.001) and self-efficacy beliefs ([beta] = 0.35, p&lt;0.001) made significant contributions to the model. Findings were discussed and implication of findings was included.