ethanporcaro/eric-fulltext-meta huggingface dataset:
International Students&apos; Willingness to Communicate in English as a Second Language: The Effects of L2 Self-Confidence, Acculturation, and Motivational Types
Author: Aoyama, Tatsuya
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Student Attitudes,Self Efficacy,Acculturation,Asians,Student Characteristics,Foreign Countries,Communicative Competence (Languages),Second Language Learning,Undergraduate Students,English (Second Language),Learning Motivation,Transitional Programs,Study Abroad,Communication (Thought Transfer),Correlation

This study examined factors affecting international students' willingness to communicate (WTC) in English as a second language (ESL), focusing on second language (L2) self-confidence, acculturation, and motivational types. L2 self-confidence was hypothesized to predict L2 WTC and to mediate the correlation between acculturation and L2 WTC for instrumental motivation learners, but not for integrative ones. Participants were 88 Japanese students studying at a university in California. The results partially confirmed the hypotheses, indicating that both L2 self-confidence and acculturation strongly correlate with L2 WTC, but the mediation effect of L2 self-confidence on the correlation between acculturation and L2 WTC was opposite from the hypothesis, as the mediation effect was significant for integrative motivation learners but not for instrumental ones.
School Librarians&apos; View of Cooperation with Public Libraries: A Win-Win Situation in Hong Kong
Author: Leung, Lok-Man
Date: 2020-00-00
Type: Journal Articles
Subjects: School Libraries,Public Libraries,Librarians,Institutional Cooperation,Foreign Countries,Library Services,Library Materials,Library Role,Librarian Attitudes,Shared Resources and Services

The purpose of the research was to explore the collaboration between public libraries and schools in Hong Kong from the perspective of school librarians. Three school librarians were interviewed (semi-structured), and their responses were thematically analyzed. Collaboration between public libraries and the three schools was well received and supported by the principals at their respective schools. The three school librarians considered inter-lending to be a top benefit, as well as access to electronic resources. A goal was further collaboration with public libraries. In return, the school librarians were committed to promoting public library services through engaging in educational activities with teachers and students. Furthermore, outreach activities were a significant focus for collaboration. The study of public library and school library collaboration in Asian countries is largely missing from academic dialogue, especially studies focusing on collaboration in a large metropolis like Hong Kong. Through in-depth interviews and qualitative analysis, this paper is intended to fill the research gap in this particular area of study.
Self-Efficacy in Primary Schools Students as Potential Characters: From the Perspective of Students&apos; Self-Ability and Interest
Author: Rakhmawati, Yeni
Date: 2019-04-00
Type: Journal Articles
Subjects: Foreign Countries,Self Efficacy,Elementary School Students,Grade 5,Elementary School Teachers,Student Attitudes,Student Interests,Learning Activities,Student Development

Self-efficacy has an important role to strengthen one's belief in completing tasks. This research focused on the lack of self-efficacy in primary school students. The purpose of this research is to describe the potentials and urgency of self-efficacy seen from the perspective of students' self-abilities and interests in the fifth-grade of primary school students. The subjects of this research were 108 students and 14 teachers in primary schools that implemented the 2013 Curriculum in Seyegan Sub-district, Sleman, Yogyakarta. The object of this research was the response to self-efficacy. Moreover, a descriptive quantitative approach was adopted as the research method. The research instruments were questionnaires and open interview guidelines. Data collection technique used was a non-test method using questionnaire and open interview guidelines. The findings revealed that: (1) students in the fifth-grade of primary schools had started to show self-efficacy; (2) students were able to value themselves; and (3) self-efficacy could develop into potential characters. Students' self-efficacy was able to be developed starting from primary schools.
Do the Verb. Become the Noun: Writing towards a New Identity
Author: Tedrow, Mary K.
Date: 2020-08-00
Type: Journal Articles
Subjects: College Freshmen,Freshman Composition,Community Colleges,Self Concept,Writing Attitudes,Writing Skills,Introductory Courses,Writing Assignments,Transformative Learning,Reflection,Writing Instruction

The initial composition course in the community college has the potential to be a transformative space for the identity formation of adult learners towards the linguistic signifier of &quot;scholar.&quot; Freshman students of variable ages enter a new culture which demands the negotiation of an alternative academic language, an adaptation to the post-secondary culture, and the development of the critical thinking required for academic work. All of these factors can destabilize identity as students confront long-held beliefs and biases in their studies (Bartholomae, 1985; Tingle, 2004; Bracher, 2006). Students who are unable to adapt to the new environment are likely to leave without realizing personal goals. Adjusting pedagogy to support students through a transformative stage will increase student success. In this study, freshman composition students reflect on their identities as writers in both pre and post treatment writings which were controlled within the classroom by the instructor. In the treatment, student identity threat was protected through multiple low-risk opportunities, as Peter Elbow (2000) recommends, in order to increase engagement in writing without fear of evaluation. This practice is described as doing the action of the curriculum (the verb) to create a sense of one as writer (the noun). Opportunities to write without the threat of evaluation were offered multiple times at each course meeting. In-class prompting encouraged students to reflect on readings and experiences while writing in their own home language, the language of thought. Post treatment reflections revealed a shift in linguistic identity markers, with 85% of students exhibiting language supporting an increased sense of agency and control over their written products and a rising confidence in their sense of self as a writer. Few, however, claimed the identity of &quot;writer,&quot; though most exhibited control over their writing destiny through definitive goal statements. This increase in confidence and control indicates that thoughtfully applied pedagogy can shift student identity to that which supports successful post-secondary learning.
First in College: A Qualitative Exploration of Experiences of First-Generation Students
Author: Evans, Rebecca
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Experience,First Generation College Students,Academic Achievement,Research Universities,Urban Universities,Public Colleges,Rural Schools,Community Colleges,School Size,Student Attitudes,Student Characteristics,Parent Background,Family Income,Self Efficacy,Goal Orientation,Academic Support Services,Student Financial Aid,Social Support Groups,Academic Persistence,Student Participation,Paying for College

The purpose of this phenomenological study was to investigate first-generation students' perceptions of how their lived experiences have impacted their academic and nonacademic success. We utilized focus groups consisting of first-generation students who attended a rural community college and a large, public, metropolitan, research university, and compared their lived experiences. Our findings confirmed some past research that found that a lack of social capital, academic preparation, financial resources, and family support challenge this population of students in their transition to college. However, some of our results contradict past findings which have concluded that part-time enrollment increases the risk of first-generation student attrition. Most of our findings were consistent between the two groups of participants. Findings related to awareness of the availability of support services differed between the two samples.
An Examination of Teachers&apos; Sustainable Development Awareness in Terms of Branches, Genders, Ages and Years of Service
Author: Atmaca, Ayse Ceren
Date: 2020-00-00
Type: Journal Articles
Subjects: Sustainable Development,Individual Differences,Gender Differences,Science Teachers,Social Studies,Elementary School Teachers,Foreign Countries,Knowledge Level,Teaching Experience,Intellectual Disciplines

Sustainable development is an interdisciplinary structure that includes the dimensions of environment, economy and society. The aim of this research was to determine the sustainable development awareness of science, social studies and primary school teachers. The research designed with the survey approach was carried out with 2982 teachers working in different regions of Turkey in 2019. In the research, Sustainable Development Awareness Scale consisting of 3 sub-dimensions and 36 items developed by Atmaca, Kiray and Pehlivan (2019) was used. Significance level was taken as 0.05 in the analyses that examined the signification between the groups. As a result of the research, no significant difference was found between the teachers' sustainable development awareness and their branches and years of service, while a significant difference was found between the teachers' ages and gender and their sustainable development awareness scores.
Assessing Students&apos; Higher Order Thinking Skills Using Multidimensional Item Response Theory
Author: Friyatmi
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Item Response Theory,Critical Thinking,Problem Solving,Measures (Individuals),High School Students,Foreign Countries,21st Century Skills,Creative Thinking,Economics Education,Student Evaluation,Content Validity,Accuracy

The development of the economics HOTS test that combines critical thinking skills, problem-solving, and critical thinking are essential to meet the challenges of the 21st century life skills. The combination of these thinking skills in the HOT test will help teachers to diagnose students' strengths and weaknesses. However, it could interfere with the accuracy of the measurement results if analyzed using IRT in a single analysis. The Multidimensional Item Response Theory (MIRT) resolved the accuracy of the measurement issues. This research aimed to develop the economics HOTS test to estimate the student's abilities in higher order thinking skills using the MIRT. The samples were 750 high school students selected from fourteen high schools in West Sumatera, Indonesia. The data were collected using tests which calibrated through the simple-structure MIRT model using R studio. The test reliability was calculated based on coefficients Alpha and test information function. The results show MIRT offers accurate measurement in estimating multidimensional test parameters. The item had a moderate average multidimensional discriminant and difficulty, while the students had a moderate HOTS ability. Their ability to think creatively was lower than critical thinking and problem-solving abilities. The test was proven to be reliable with coefficients Alpha of 0.81, it yielded a high-test information function of the 4.0124, and a low measurement error of 0.4992. It is suitable to be tested on students who have moderate abilities in problem-solving and critical thinking, but with high creative thinking ability.
International Business Education Using Global Virtual Teams: Relationship between Cultural Intelligence, Global Knowledge, and Team Performance
Author: Randazzo-Davis, Maria
Date: 2020-04-00
Type: Journal Articles
Subjects: International Cooperation,Cultural Awareness,Global Approach,Knowledge Level,Teamwork,College Students,Student Projects,Cooperative Learning,Corporations,Business,Interaction,Listening Skills,Communication Skills,Foreign Countries

Corporate employees must interact with people from different cultures in cross-cultural environments. This study examined the extent that cultural intelligence and global knowledge predicted team performance for university students engaged in collaborative team projects resembling the global corporate work environment. The sample for this study was 2,012 students who participated in the X-Culture Global Virtual Team Project during the spring semester of 2015. Participants were members of 412 teams representing 40 countries and attending 95 universities. Study results indicated that global knowledge and cultural intelligence significantly relate to team performance. Cultural intelligence is a significant partial mediation between global knowledge and team performance in international business courses.
Student Autonomy of Feedback Format in Higher Education and Perceived Functional Behaviours for Academic Development
Author: Sparrow, Abby
Date: 2020-00-00
Type: Journal Articles
Subjects: Feedback (Response),Personal Autonomy,Learner Engagement,Academic Achievement,Undergraduate Students,Teacher Education Programs,Student Motivation,Active Learning,Foreign Countries,Individualized Instruction,Student Attitudes

In the current context of promoting active learning and raising student engagement within Higher Education, an increasing amount of research has looked at pedagogical-based design and factors that contribute to functional behaviours surrounding the interaction and use of academic assessment feedback. However, few studies have considered the perceived influence of student autonomy over feedback format and whether this promotes engagement and academic development. In this study, we recruited level 5 and 6 students (N=38) on an undergraduate Education Programme (that has consistently implemented student feedback choice) to participate in initial self-reporting and subsequent focus groups ('soft triangulation'). The findings revealed three core themes: [1] Personalisation -- (a) &quot;sense of autonomy/involvement,&quot; (b) &quot;engagement&quot; and (c) &quot;motivation,&quot; [2] Clarity -- (d) &quot;depth and detail,&quot; and [3] Areas for development. Overall, these findings suggest that feedback type -- and the inherent option to choose -- has a functional impact on academic engagement and development. We discuss these findings in relation to a sense of being valued that was associated with autonomy of choice, a divergence in how and when students engage with feedback, as well as the requirement for academic clarity and provision of formats that support academic development.
Lecturers&apos; Experience in Assessing 21st-Century Mathematics Competency in Indonesia
Author: Dewanti, Sintha Sih
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Assessment Literacy,21st Century Skills,Foreign Countries,Teacher Educators,Minimum Competency Testing,Problem Solving,Thinking Skills,Symbols (Mathematics),Mathematical Logic,Mathematics Education,Teacher Education

Mathematics is one of the fields that has important role in the 21st-century thinking because mathematics involves the process of logical and systematic thinking to solve problems. This makes mathematical competencies need to be developed through learning and integrated into knowledge, skills, and attitudes. When learning has facilitated the development of 21st-century mathematical competencies, the assessment must also be able to photograph it. This research aimed to find out whether the lecturers of the Mathematics Education Study Program have conducted a 21st-century mathematics competency assessment. This research used a qualitative approach with the phenomenological method. The data were collected using in-depth interviews with each participant. The research participants were 20 lecturers from Mathematics Education Study Program who came from 12 provinces in Indonesia. Data analysis was performed by using the help of ATLAS.ti 8 software to analyze participants' transcripts and documentation, formulate important phrases or sentences, formulate meaning, bring themes up, and be integrated into in-depth descriptions of the phenomenon. The result showed that lecturers of the Mathematics Education Study Program have not focused on the 21st-century mathematics competency assessment. The assessment of each mathematical competency was only done globally and not carried out in detail about each of the competency indicators.
Students&apos; Perception of E-Lectures from an Undergraduate Health Sciences Programme
Author: Hanna, Kerry Louise
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Lecture Method,Undergraduate Students,Foreign Countries,Synchronous Communication,Affordances,Barriers,Allied Health Occupations Education,Health Sciences,Expectation,Student Motivation,Blended Learning,Learner Engagement,Value Judgment,Student Satisfaction

This research aims to explore undergraduate students' views on the inclusion of e-lectures within their clinical degree programme, and to identify the optimum usage for this increasingly popular teaching method. Considerable benefits of the flipped-classroom paradigm include increased student satisfaction, improved academic performance and opportunities to develop communication and team-building skills, providing rationale to integrate this approach into the Orthoptics programme. However, anecdotal observations of infrequently accessed e-lectures, alongside mixed student feedback, suggest that research is required to capture the views of the student cohort to inform the future use of e-lectures within the programme. A focus group was conducted in 2019, comprising 8 participants across the programme at the University of Liverpool in England. A topic guide supported a semi-structured discussion around the students' perceptions of e-lectures. Audio recordings underwent two counts of transcription, and thematic analysis was performed by the two authors. The core themes identified following thematic analysis of the transcript included the students' overall perceptions of e-lectures as a method of learning, and the perceived facilitators and barriers to utilising e-lectures. The key findings highlighted an unexpected perception that e-lectures are not valued as highly as face-to-face lectures. Consideration should be given to the aspects of e-learning that the student voice considered to be facilitators and barriers to engagement, as these appeared to contradict some of the well-established theories in published literature. The authors recommend that related programmes undertake similar scoping exercises to ensure that their students are gaining the maximum benefits from e-lectures.
The Effect of Parental Education and Parental Reading Behaviour on Family Cultural Capital of Lower and Upper Secondary School Students
Author: Šarvajcová, Marcela
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Cultural Capital,Family Environment,Reading Habits,Secondary School Students,Recreational Activities,Leisure Time,Parent Background,Educational Attainment,Books,Mothers,Gender Differences

The aim of the research was to analyse the effects of family cultural capital on reading behaviour of the selected group of lower secondary and upper secondary school students in Slovakia. Based on the results of the international testing called PIRLS (2016) and PISA (2018) the school children in Slovakia achieved low results. Therefore, the selected aspects of family cultural capital were analysed to find out the extent of effect it has on the reading behaviour of the selected sample of the students in Slovakia. Specifically, the research was focused on the several selected factors, as follows: family trips, cinema, theatre shows, galleries and concerts attendance, family crafts, parental education, and parental reading behaviour. The sample was selected based on the age of the respondents and their school affiliation. Geographically the random sample was selected from the students of Nitra region in Slovakia. Although the data were collected about both parents of each student, the effect of mother's reading behaviour appeared to have greater significance. Apparently, the number of books in the family library had some effect on reading behaviour of the children in the family, too. The results presented the importance of family environment in the process of reading behaviour development of the selected groups of students.
A Bibliometric Analysis of the Use of Open Source Software in Educational Contexts
Author: Patiño Toro, Orfa Nidia
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Source Technology,Technology Uses in Education,Adoption (Ideas),Educational Research,Bibliometrics,Educational Innovation,Periodicals,Citations (References),Authors,Universities,Foreign Countries,Productivity

Open source software has now become a significant alternative in meeting different needs in business, government and academic environments, such as needs related to economics, management, learning and innovation, among others. The purpose of this research was to examine the research trends and evolution of the field of open source software adoption between 2001 and 2019. The methodology used involved bibliometric analysis of 289 documents obtained through a Scopus extracted search equation, generating indicators of quantity and quality and analyzing the emerging themes in said field of knowledge. The findings of the research include the existence of a strong trend towards research and dissemination regarding open source software, particularly in countries such as the United States, whose institutions and authors demonstrate high levels of productivity and dissemination. There was also evidence of an interest in reducing barriers and encouraging the adoption and implementation of the software in other sectors where its use is still lagging behind. The main conclusion of the research is that the research of open source software adoption focuses on the following topics: innovation, Linux, FLOSS, engineering requirements, risk management, open innovation, the public sector, social network analysis and total cost of ownership.
Care and Value-Creating Education Put into Action in Brazil: A Narrative Inquiry
Author: Mokuria, Vicki G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teaching Experience,Teaching Methods,Educational Philosophy,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Personal Narratives,Program Descriptions,Volunteers,Academic Achievement,Individual Development,Self Actualization,Global Approach,Citizenship,Student Role,Social Change,Change Agents,Social Justice,Foreign Countries

This narrative inquiry highlights the experiences of self-identified Soka educators in a PreK-12th grade school in São Paulo, Brazil, as well as volunteers through a program called &quot;Soka Education in Action.&quot; Through their narratives, the role of care in value-creating education is explored as a critical aspect of education that supports students' academic and personal growth and development, as well as educators' professional identity and self-actualization. This study clarifies the essential qualities of Soka educators as understood and articulated by practitioners in the field. The narratives shared by study participants illuminate Soka education as a catalyst that fosters global citizenship by encouraging students to recognize their roles as agents of societal change and instruments of social justice.