ethanporcaro/eric-fulltext-meta huggingface dataset:
Reframing Parental Involvement as Social Engagement: A Study of Recently Arrived Arabic-Speaking Refugee Parents&apos; Understandings of Involvement in Their Children&apos;s Education
Author: Cranston, Jerome
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Semitic Languages,Parent Participation,Foreign Countries,Barriers,Language Proficiency,Family Needs,Homework,Cultural Awareness,Teacher Competencies,Religious Factors,Sex Education,Parent School Relationship,Individual Characteristics,Educational Attainment,Occupations,English Language Learners,Religious Cultural Groups,Islam

The involvement of refugee parents in their children's education is crucial for academic success and social integration. However, school personnel often seem to struggle to find approaches that will increase recently arrived refugee parents' involvement with the school. While refugee parents are not a homogenous group, many face uniquely similar and intersecting challenges. Using a qualitative research approach, specifically semi-structured interviews, this study examines the perceptions of one group of Arabic-speaking, recently arrived refugee parents' perceptions of being and becoming involved in their children's education after their arrival in Canada. The findings suggest the following factors act as barriers to their involvement: (1) limited language proficiency, (2) competing basic needs, (3) lack of homework, (4) teachers' limited cross-cultural and interreligious understanding, and (5) sexual health education being a contested shared space. While the findings illuminate what some recently arrived refugee parents regard as barriers, the discussion challenges educational leaders and policy makers to critically question the dominant, normative model of parental involvement that is employed and recommends they reframe their conceptions of parental involvement as social engagement with a school community. Such a reframing may better support recently arrived refugee parents' integration into their new home country.
The Case for Commemoration Controversies in Canadian History Education
Author: Gibson, Lindsay
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary Secondary Education,History Instruction,Citizenship Education,Social Studies,Indigenous Populations,Canada Natives,Racial Bias,Controversial Issues (Course Content),Democratic Values,Critical Thinking,Minority Groups,Social Bias

Commemorations are events or actions that honour and memorialize significant events, people, and groups from the past. In recent years there have been numerous contentious debates about commemorations of historical events and people in countries around the world, including Canada. In this article I argue that commemoration controversies should be an essential part of teaching and learning history in K-12 schools because they have the potential to be meaningful and relevant for students, they address civic education competencies central to history and social studies curricula in Canada, and they provide rich opportunities for advancing students' historical consciousness and historical thinking. In the final section of the article I describe how six second-order historical thinking concepts can be used to invite students to think historically about commemorations.
Development of the Future Translators&apos; Professional Competency in Bilateral Interpreting: Modern Methods
Author: Bogush, Alla
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,Phonetics,Audio Equipment,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Intonation,Suprasegmentals,Undergraduate Students,Majors (Students),Ukrainian,Language Processing,Comparative Analysis,Semantics,Pretests Posttests,Outcomes of Education,Academic Achievement,Critical Thinking,Entrepreneurship,Technology Integration,Foreign Countries,Oral Language,Language Usage,Professional Education,Instructional Effectiveness

The paper presents the research on the effectiveness of the future translator and / or interpreter training using modern methods which facilitate the development of their professional competency in bilateral interpreting. The authors analyse psychological and pedagogical experience, modern educational technologies and prospects for future professionals in the context of bilateral interpreting. The scholars substantiate the results of the initiated phonetic research (including linguistic and translation analysis of audio texts) related to the semantics of prosodic means, which constituted the basis for the experimental study. The research reveals the outcomes of the experimental study conducted at Ushynsky University involving the third-year students who major in the English[left right arrow]Ukrainian translation. The four stages of the designated pedagogical experiment are specified: 1) pre-testing; 2) preparatory training course according to combined (interactive and traditional) authors' teaching methods; 3) after-testing; 4) assessment of the students' outcomes. The use of the experimental construct turns out to be practical due to these methods: cooperative learning, inquiry-based instructions, differentiation, professional development, technology and problem solving. The study also confirms the fact that the integration of traditional and modern technologies in teaching students to interpret information taking into consideration phonetic features of Ukrainian and English oral texts can help future translators develop their analytical and critical thinking, flexibility, agility and adaptability, initiative and entrepreneurialism while receiving, analysing and interpreting information. The detailed analysis of modern scientific literature proves that the use of the competence-oriented and context-centred approaches to the educational process contributes to the students' academic success.
ICP Teaching ESP to Future Civil Engineers at Technical University
Author: Akilli, Erman
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),English for Special Purposes,Second Language Learning,Second Language Instruction,Engineering Education,Undergraduate Students,Aviation Education,Brainstorming,Student Surveys,Student Attitudes,Positive Attitudes,Language Proficiency,Teaching Methods,Foreign Countries,Integrated Learning Systems,Distance Education,Language Usage,Professional Education

The paper analyses new technologies in teaching ESP to future civil engineers in their professional training. The research was held at the National Aviation University (Kyiv, Ukraine) and involved 86 second-year students majoring in &quot;Civil Engineering&quot; who study full-time. The distance learning profession-oriented course on the Moodle platform was applied in the experimental group as well as a set of intellectual games and brainstorming tasks. The study examined how students majoring in civil engineering perceive the implementation of ICT in the ESP learning environment and how these technologies improve students' ESP proficiency and their readiness for self-education and lifelong learning. A student survey was held at the end of the experiment. The analysis of the responses in the questionnaire with open-ended questions revealed that students had positive perceptions of using different forms of ICT in the ESP classroom. After establishing the appropriate psychological and pedagogical conditions, the number of students in the experimental group having the productive and creative levels of readiness to use English in their professional activity have significantly increased compared to the control group. On-line learning enhanced students' motivation for self-study as well as improved their ESP proficiency.
Hope for Girls&apos; Education in Poverty-Stricken Areas: The School-Running Experience and Process of Huaping Girls&apos; High School in Yunnan, China
Author: Zhu, Hongqing
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Females,Womens Education,Poverty,Role of Education,High Schools,Access to Education,Program Effectiveness,Single Sex Schools,Rural Areas,Low Income Students,High School Students,Inclusion,Equal Education,Educational Quality,Social Change,Cultural Influences,Barriers,Admission (School),Goal Orientation,Study Habits,Feedback (Response),Teacher Student Relationship

As a measure to eradicate poverty, education has become the choice of more and more countries in the world. The development of girls' education is an important means to break the intergenerational transmission of poverty. In the practice of poverty alleviation through supporting education, the Chinese government strives to solve the problem of poverty by developing education for girls. In this process, the government, enterprises, institutions, and individuals have made tremendous efforts one after another. Teacher Guimei Zhang used her efforts to set up the first high school for girls in Huaping County of Lijiang, the poorest western part of Yunnan Province, China, providing valuable educational opportunities for school-age girls in poverty-stricken areas for free. The school challenges the current education system. Girls can enter the school based on their will without the entrance examination. All students have achieved impressive and outstanding outcomes. This article records in detail the school-running experience, process, and propositions of Huaping Girls' High School.
Overview of the Poverty-Alleviation by Supporting Education in China
Author: Zhang, Li
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Poverty Programs,Vocational Education,Equal Education,Low Income Students,Technology Uses in Education,Information Technology,Poverty Areas,Educational Research,Bibliometrics

Poverty is a complex social problem, which has always attracted attention. 2020 is the year of a decisive victory for the Chinese government to alleviate poverty. Education plays a fundamental role in the fight against poverty and is the foundation for eradicating poverty and stabilizing poverty alleviation. Based on the literature in the CNKI database, this study took &quot;poverty-alleviation by supporting education&quot; as the subject, and conducted a bibliometric analysis of the publications in the field of China's poverty alleviation by education during 1988-2020. Through analyzing the research time distribution and keyword, the results of poverty-alleviation by supporting education were sorted out and analyzed around three hotspots: the main framework of poverty alleviation, key models, and technical support. It is proposed that the research and development of China's poverty-alleviation by supporting education should pay more attention to its evaluation and sublimation of empirical theory.
The Influence of Parent-Child Relationship on the Academic Pressure of Elementary Students: A Moderated Mediation Model-Based on the Survey and Analysis of 38,069 Elementary Students
Author: Liao, Mingyue
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Stress Variables,Anxiety,Coping,Academic Achievement,Elementary School Students,Grade 5,Preadolescents,Self Esteem,Peer Relationship,Social Support Groups,Family Relationship,Gender Differences,Birth Order,Predictor Variables,Foreign Countries

Taking the elementary students of grade 5 in Jiangsu Province as the object, the research is carried out on the family and peer factors that affect the academic pressure of elementary students. The results show that parent-child relationships and peer relationships are critical protective factors for elementary students' academic pressure. The parent-child relationship negatively predicts the academic pressure and affects its academic pressure through the peer relationship, while self-esteem regulates the relationship between the peer relationship and the academic pressure. The study results suggest that constructing a good parent-child relationship and peer relationship while improving children's self-esteem positively impacts elementary students to cope with academic pressure.
Research Capabilities among Selected Graduate School Students in Philippines
Author: Agatep, John Lenon E.
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Skills,Research Training,Graduate Students,Student Attitudes,Student Characteristics,Self Efficacy,Research Proposals,Proposal Writing,Writing for Publication,Resources,Research Papers (Students),Foreign Countries

With the increasing demand for quality research to cope up with the industry trends, understanding the need among researchers should primarily be established to further improve capacity and practices over the production of theoretical knowledge. Essential to support is the notion of exploring issues then stimulate the concern. This study established the concern on research capabilities among Graduate School student-respondents at President Ramon Magsaysay State University conducted during the First Semester School Year 2018-2019. The study made used of descriptive research design with survey questionnaire as the main research instrument. The data was processed using descriptive and inferential statistical tools. The study concludes that respondents perceived their capabilities in writing research proposal and publishable research paper both as &quot;Moderately Capable&quot;. The respondents perceived the availability of facilities, time, training, funding, other resources and support from agency in doing research as &quot;Moderately Available&quot;. The analysis of variance test revealed that there is significant difference on the research capabilities of respondents in writing research proposal when grouped according to position and highest educational attainment; significant in writing publishable research paper when grouped according to sex, position and research seminars/trainings attended; significant in the availability of facilities, time, training, funding, other resources and support from agency in doing research when grouped according to sex, position and research seminars/trainings attended.
Using Information Technology to Improve the Quality of Education in Areas Lacking Educational Resources: Taking Southwestern Guizhou Prefecture in Guizhou, China as a Sample
Author: Huang, Jiliang
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Educational Technology,Technology Uses in Education,Foreign Countries,Teaching Methods,Educational Resources,Faculty Development,Educational Needs,Geographic Regions,Technology Integration,Minority Groups,Internet,Teacher Collaboration,Elementary Schools,Middle Schools,Rural Schools,Online Courses,Access to Education

Comprehensively improving the quality of education in resource-poor areas is an urgent challenge to achieve balanced development of basic education in China. In the process of educational development in resource-lacking areas, information technology has: (1) changed the traditional teaching mode and teaching environment, (2) provided high-quality educational resources, (3) promoted the professional development of teachers, and (4) promoted the overall improvement of education quality. Southwestern Guizhou Prefecture in Guizhou Province, China, has become a typical case in using information technology to promote education quality improvement in areas with scarce educational resources. This article explores educational information technology in the region as an example to discuss how to grasp the regional characteristics and local needs in the layout of information technology, integrate information technology into teaching practice, and steadily improve the overall teaching quality of the region.
Preservice Teachers&apos; Performance and Confidence in Their Readiness to Teach: An Exploratory Study
Author: McConnell, John R., III
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Graduate Students,Undergraduate Students,Self Efficacy,Career Readiness,Student Teaching,Performance Based Assessment,Scores,Correlation

The purpose of this exploratory study was to compare the performance and confidence of preservice teachers in their readiness to teach, as determined by the edTPA and a candidate survey, respectively. Descriptive analyses of the data reflected higher confidence scores and increased variability within those scores. While this suggests there was more uncertainty in how they perceived their readiness to teach, the confidence exhibited by the candidates at the end of their student teaching experiences generally exceeded how they actually performed on the edTPA. The major implication is that, while it may be good that preservice teachers feel ready and confident to enter the classroom, this may be an overestimation of their performance once the realities of the profession are upon them.
They Felt Like Real Teachers
Author: Pate, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Coaching (Performance),Preservice Teachers,Student Teacher Supervisors,Models,Reflective Teaching

Instructional coaches collaborate with in-service and pre-service teachers through dialogue and reflection in order to improve instruction for their students. In this qualitative study we learned from three exemplar coaches who used elements of coaching in their supervision of pre-service teachers. The coaches reflected on how they navigated the coaching process with PSTs, sharing how they targeted specific areas of focus and tailored each step of the coaching cycle to meet the individual needs of their PSTs. Coaches shared some evidence that PSTs became more reflective practitioners who took ownership of their own learning and development through inquiry.
Implementation of Thomas Gordon&apos;s Communicative Pedagogy in Ukrainian Educational Realities
Author: Isaieva, Svitlana
Date: 2019-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Teaching Methods,Communicative Competence (Languages),Foreign Countries,Content and Language Integrated Learning,Trust (Psychology),Language of Instruction,Speeches,Conflict,Prevention,Preservice Teachers,Language Teachers,Teacher Education Programs,Teacher Effectiveness,Student Attitudes

The article analyses the possibilities of using the communicative pedagogy of the American scientist Thomas Gordon in the Ukrainian educational space in the medium of English language. The communicative pedagogy emphasises the need for special pedagogical approaches that allow teachers to interact tolerantly with students in the atmosphere of acceptance and trust. The goal of our research was to verify the hypothesis that CLIL approach while studying Thomas Gordon's heritage in English, using authentic materials, provides students with the opportunity of deeper understanding his ideas and values. The experiment participants, future teachers, were pre- and post-assessed for the levels of English language and awareness of Thomas Gordon's approach. Moreover, the efficiency of the language and pedagogy connection was proved by practice supervisors who observed students performance during their practical studying at schools. Due to the application of authentic materials, reading manuscripts in original, listening to Thomas Gordon's speeches and lectures, students were fully immerged into the researcher heritage and demonstrated a better understanding of his ideas. As practice supervisors claimed, such students demonstrated a higher level of conflict prevention skills, class management skills, tolerant communication with children and created the atmosphere of trust and acceptance.
Students&apos; Perceptions and Motivation for Learning Foreign Languages
Author: Hromova, Nataliia
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,Student Motivation,Second Language Learning,College Freshmen,Self Actualization,Instructional Effectiveness,Foreign Countries,English (Second Language),Employment Potential

The article is devoted to the evaluation of students' motivation for learning foreign languages dimensions. The analysis of the students' sense of responsibility and readiness to clarify their needs constitutes the novelty of the study. 132 first-year students (21 males and 111 females) participated in the investigation. The research includes a qualitative data analysis of the students' answers based on the grounded theory. The quantitative analysis of the data obtained from the questionnaire adapted from Gardner's Attitudes/Motivation Test Battery defined the students' motivational orientations. The study revealed the growing trend of the students' desire for intellectual development combined with a practical approach to learning foreign languages. The following leading motives for learning languages were defined: &quot;self-development&quot;, &quot;opportunities&quot; and &quot;necessity&quot;. The students saw self-development as getting acquainted with the culture and broadening their mind to join the international community. Opportunities were associated with career growth and competition. The necessity of learning languages implied moving abroad for a better life or meeting academic demands at university. The findings suggest that modern students want to expand their knowledge, improve communication skills and get integrated into the international community. The analysis also discerned worrying patterns of students' perceptions of learning languages, such as unclear reasons for learning languages and illogical shift of pronouns signifying the students' avoidance of responsibility, the lack of self-confidence and referring to general values accepted in the society. The most important implications for teachers include monitoring their students' perceptions and creating an effective educational environment; raising the students' self-confidence and responsibility.
Science, Technology, Engineering, and Mathematics Education for Industry 4.0 in Technical and Vocational High Schools: Investigation of Teacher Professional Development
Author: Akgunduz, Devrim
Date: 2021-05-00
Type: Journal Articles
Subjects: STEM Education,Vocational Education,Vocational Education Teachers,Industry,Knowledge Level,Teacher Attitudes,Teacher Competencies,Faculty Development,Teacher Collaboration,Teacher Motivation,Student Motivation,Educational Technology,Technology Uses in Education,Telecommunications,Robotics,Computer Simulation,Technological Literacy,High School Teachers,Foreign Countries,Pedagogical Content Knowledge,Information Technology,Programming,Lesson Plans,Planning

The goals of this study were to investigate technical and vocational education (TVET) teachers' progress in their knowledge, perceptions, and competencies related to Industry 4.0 components and Science, Technology, Engineering, and Mathematics (STEM) within the context of a professional development program. A case study design was followed to reveal in-depth information on teacher improvement. Data sources included the &quot;Teacher Knowledge Survey, Teacher Perceptions Survey, and Industry 4.0 and STEM Competencies Survey.&quot; Results indicated significant improvement in teachers' Industry 4.0 competencies and their content knowledge of Industry 4.0 components and STEM. Teachers reported a culture of collaboration in their school, increased teacher and student motivation, and positive attitudes toward TVET with implementation of the STEM PD program. The results point to the need to help teachers in designing certain aspects of STEM lesson plans including the integration of mobile programming, robotic programming and virtual reality meaningfully into the lesson content. Further implications for research and practice are presented in light of the findings.