ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Discourse and Public Policy on Foreign Interference in Higher Education
Author: Long, Kyle A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Public Policy,International Relations,Foreign Countries,Policy,Victims,Political Attitudes,Power Structure,Discourse Analysis,News Reporting,Comparative Analysis,National Security,Information Security,Authoritarianism,Higher Education,Fear,Foreign Students,International Cooperation,Research,International Education,Censorship,Propaganda,Foreign Policy

In recent years, news media have increased reporting about alleged foreign interference in universities worldwide. A flurry of new policies has followed. This article reviews discourse and policy on foreign interference in higher education in select countries. It identifies the alleged perpetrators and victims, the victims' concerns and responses, and the voices shaping the narrative about foreign interference. We combine the concepts of sharp power and right-wing authoritarianism to inform a discourse analysis and comparative policy analysis of a data set of 161 news articles and related media sources spanning a 30-month period of 2019-2021. Our findings highlight how government actors within the United States and Australia drive the international English-language discourse about Chinese foreign interference in a polarized media environment. We observe well-founded fears of China's exploitation of international students and research collaborations to the detriment of national security. At the same time, a resurgent worldwide authoritarian movement is also exploiting these concerns to augment longstanding assaults on higher education. Our study helps to bridge the gap between the primarily positive framing of the internationalization of higher education in scholarly discourse and the negative focus on foreign interference in higher education in the media, government, and other public discourse. It also serves as an important introduction to this phenomenon and call to action for scholars of the internationalization of higher education to conduct further research and actively engage in the broader discourse around this topic.
The Effect of Using Computer Assisted Instruction Method in History Lessons on Students&apos; Success and Attitudes
Author: Zhussupbayev, Sayat
Date: 2023-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Teaching Methods,History Instruction,Academic Achievement,Student Attitudes,High School Students,Instructional Effectiveness,Public Schools,Foreign Countries

The aim of this study is to examine the effect of teaching the &quot;History of world civilizations&quot; unit of High School 2nd History Lesson using computer assisted instruction methods on students' achievement, attitudes towards history lesson and retention of learned information. The experimental design model was preferred as the research model in the study, and the history lesson achievement test and attitude towards lessons scale created by the researchers were used as data collection tools. First of all, in the study, the effect of the lesson subjects taught by using computer assisted teaching methods and the lesson subjects taught by traditional teaching methods on the academic achievement, attitude and recall level of the students in the high school 2nd grade history lesson was adapted to the experimental design model used in the research. The data used were compiled by using a scale created by the researcher, pre-test, post-test and retention (recall) test. In our study, it was found that the achievement test scores of the History lesson &quot;History of world civilizations&quot; unit showed a significant difference between the experimental and control groups, which were taught using two different teaching techniques after the experiment. According to these results, it was understood that computer-aided history teaching method is a more effective method in increasing academic achievement, attitude and retention of students on the learning of related units and subjects than traditional teaching methods in the processing of &quot;History of world civilizations&quot; unit.
A Study of Computer-Aided Instruction and Competition Strategy toward Young Learners
Author: Lin, Cheng-Ta
Date: 2023-01-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Elementary School Students,Difficulty Level,Student Attitudes,Self Efficacy,Interaction,Teaching Methods,Usability,Foreign Countries,Interpersonal Relationship,Grade 4,Grade 5,Grade 6,Computer Games,Educational Games,Plants (Botany),Teamwork,Competition

A purposive sampling was conducted with 109 students from Anding elementary school, Taiwan. First, we found perceived ease of learning, enjoyment, self-efficacy, social interaction and learning attitude have significant differences between integrated teaching approach and Spoon-feeding instruction in this study. Second, the research framework has been proven perceived ease of learning and enjoyment positively influence on self-efficacy and learning attitude. Furthermore, we have verified self-efficacy positively influence on social interaction. Moreover, social interaction positively influences on learning attitude. Two contributions are found in this study. First, we adopted the concept of open innovation to design digital orchid game and integrated teaching approach. Second, we verified the connections of the research model with great model fit.
The Great Irish Famine in Irish and UK History Textbooks, 2010-2020
Author: Janssen, Lindsay
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Textbooks,History Instruction,European History,Secondary Education,Food,Hunger,International Trade,Economic Factors,Government Role,Textbook Content

This article considers the representation of the controversial issue of the Great Irish Famine (1845-50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues -- imports and exports, the British government's laissez-faire economic policy, providentialist interpretations, and victim--perpetrator discourses -- have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim--perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.
Guidelines for Preparing for, Designing, and Implementing Peer Assessment in Online Courses
Author: Yuan, Jiangmei
Date: 2023-01-00
Type: Journal Articles
Subjects: Peer Evaluation,College Students,Feedback (Response),Online Courses,Technology Uses in Education,Design,Training,Group Activities,Confidentiality,Grading,Evaluation Methods,Student Participation,Interaction,Peer Relationship

Peer assessment (PA) is widely implemented in higher education, and it can play an important role in online learning by connecting students to their peers and enabling feedback from multiple sources. However, high-quality feedback is not guaranteed. And students tend not to use peer feedback. Preparing for, designing, and implementing PA can be challenging for instructors, especially those who are relatively new to online teaching. This paper proposes guidelines for preparing for, designing, and implementing PA based on a review of empirical studies. The paper first reviews the benefits of PA, the important role that PA can play in online courses, and the need for effective preparation, design, and implementation of PA activities in online courses. Afterwards, based on a review of empirical studies that aim to improve the effectiveness of technology-facilitated PA interventions, the paper proposes guidelines for PA activities.
An Action Research on Improving Environmental Sensitivity of Fourth Grade Primary School Students: What Happens in the School Garden?
Author: Demir, Fatima Betül
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Gardening,Environmental Education,Public Schools,Knowledge Level,Foreign Countries,Student Attitudes

School gardens, which play an important role in environmental education, provide an opportunity for students to develop environmental awareness and gain environmental responsibility. In this study, which draws attention to this, it is aimed to reveal the applicability of the workshops prepared in the school garden in order to improve the environmental sensitivity of the students. The research was carried out with 10 female and 10 male 4th grade students in a public primary school in the city center of Bartin in the 2021-2022 academic year. The research was carried out with the action research design, one of the qualitative research methods. The data of the research were obtained through a scale developed by Peker (2020) and a semi-structured interview form prepared by the researchers. Quantitative data obtained using descriptive statistics and dependent group t-test statistical procedures; qualitative data were analyzed with content analysis technique. As a result of the research, it has been determined that environmental education workshops are effective in increasing students' environmental awareness. Students stated that environmental education activities are fun, useful and instructive. As a result, it is seen that the workshops applied in the school garden increase the environmental awareness of the 4th grade students and the process has a positive effect on them. As a result of the research, it can be suggested that environmental awareness should be brought to students through school gardens and reflected in educational environments by organizing various activities that encourage positive attitudes.
Developing a Behavioral Disposition Perception Scale for Determining High School Preferences of 8th Graders
Author: Süral, Serhat
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 8,High Schools,Preferences,Public Schools,Private Schools,Student Attitudes,Test Validity,Test Reliability,Test Construction,Student Behavior

This study sought to develop a valid and reliable measurement tool that measures the perceptions of behavioral dispositions in determining the high school preferences of 8th grade students. The study population consisted of 26,906 eight graders in public and private secondary schools located in the city centres of Aydin and Denizli, Turkey. The sample was selected using the disproportionate cluster sampling method. In this respect, a total of 400 students in the pilot implementation and 700 students in the large sample implementation participated in the implementation in equal numbers in both provinces. In the pilot implementation phase of the research, a three-dimensional trial form consisting of 125 items was administered to the 8th graders, as the sample group. Exploratory factor analysis was employed to ensure the construct validity, and a scale consisting of 45 items and three factors was identified. The subdimensions of the scale were named as cognitive, affective, and psychomotor domains. However, the scale was developed in a 5-point Likert type. Referring to the reliability study of the scale, the Cronbach's Alpha coefficient was calculated as 0.962 in the pilot implementation and as 0.888 in the large sample implementation. The results revealed that the Behavioral Disposition Perception Scale was a valid and reliable measurement tool in measuring the perceptions of behavioral dispositions of 8th graders in determining their high school preferences.
Saudi EFL Students&apos; Speaking Anxiety from the Perspective of Their College Instructors
Author: Faqihi, Mohammed Ali H.
Date: 2023-00-00
Type: Journal Articles
Subjects: English (Second Language),Language Teachers,Teacher Attitudes,Speech Communication,Anxiety,Foreign Countries,Fear,Language Proficiency,Student Evaluation,Classroom Environment,Teacher Student Relationship,Second Language Learning,Misconceptions,Learner Engagement,College Students,College Faculty

Speaking is considered an essential literacy skill and enjoys a superior status among other language skills. Thus, this current study aims at scrutinizing Saudi EFL trainees' speaking anxiety from their college instructors' perspectives. It adheres to qualitative approach and utilizes face-to-face interviews with four language instructors. Thematic analysis was used to analyze the data. The results showed that EFL instructors at Saudi colleges of technology are aware of their students' speaking anxiety. Thus, they reported several causes that lead to students' foreign language speaking anxiety (FLSA, hereafter) such as fear of making mistakes, the limited exposure to the language, low language proficiency, and fear of receiving negative evaluation from both their instructors and peers. In addition, the results revealed that the instructors use different strategies that help alleviating their students' FLSA such as building good relationships with students, creating positive and friendly atmosphere in the classroom, increasing students' engagement in the class and correcting students' erroneous beliefs about language learning. Encouraging and motivating students to participate in oral tasks was a significant strategy stated by the instructors, which help reduce students' FLSA in the classroom. The study concludes that the type of curriculum and overcrowding classes are factors that significantly affect the instructors' awareness of their students' FLSA.
Innovative Technologies: Digitalization of Education
Author: Moldagali, Bakytgul
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Educational Innovation,Digital Literacy,Technology Integration,Secondary School Students,Foreign Countries,Skill Development,Thinking Skills,Communication Skills,Self Control,Attention,Academic Persistence

This study addresses the issue of integrating cutting-edge technologies into the educational process in order to enable the development of a new digital type of educational service in schools. To that end, it establishes a framework for integrating cutting-edge technology into digital learning in classrooms. The method involves diagnosing motivational induction, created by J. Nuttin. This method aims to identify the visibility of a personal perspective within a coming day, week, month, or year, enabling one to understand motivational aspirations, goals, desires, and dreams. The study includes structuring a model of cutting-edge technologies in learning. It promotes intellectual growth, fosters cultural and aesthetic qualities, boosts self-esteem, creates a model of cultural behavior, and aids in developing creative and respectful socialization skills in the classroom. It also helps increase interest and motivation in the educational process. Therefore, the study addresses the help of innovative technologies models related to aesthetic behavior in different places and aspects of changing personal image during the interactive dressing of clothing models. These models are superimposed on photos by fitting accessories and changing hairstyles against the background to fulfill personal goals. These goals depend on the aspirations of visiting different social objects and achieving a certain social status at the theoretical and virtual levels. This paradigm for digital education allows for the recognition of one's best attributes and the development of strong self-esteem by emphasizing the possibility of achieving one's highest ambitions. This movement creates a cultural and aesthetic model of individual perception and the evolution of cultural behavior in diverse public settings, which has practical implications for the entire educational system and the well-being of society.
Teamworking and Concern for Standards as Part of Employability Readiness of the UAE Students&apos; Personality
Author: Ivanova, Ganka
Date: 2022-00-00
Type: Journal Articles
Subjects: Teamwork,Employment Potential,Career Readiness,Foreign Countries,College Students,Personality Traits,Standards,Age Differences,Gender Differences

In the time of globalization and technological revolution, we often witness that skillset required to go through life demands are changing dramatically; more digital literacy is required and specific soft skills. The last is a growing concern, especially for growing economies and societies, where involving the local workforce is a challenge. In the United Arab Emirates (UAE), the government places a huge emphasis on Emiratization and puts conditions on employers to include Emirati nationals in the workforce. Preparation for work starts with attitude, raised in the family, affected by the educational system, and includes specific personality factors in specific correlation. This study aims to provide light on the status of employability readiness of the UAE students, specifically team working and concern for standards as factors correlating with employability and shows its correlations. The last can be considered when updating university programs for preparing the UAE youth to take part in the global workforce. Results showed a strong relationship at the level of significance ([alpha] = 0.05) between concern for standards and employability, in addition, there is no effect of the gender variable (male, female) on the student's personality and the degree of his employability.
Technophobia and Technophilia among Undergraduates: Cross-National Research in Jordan, Qatar, and Egypt
Author: Ajlouni, Aseel
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Undergraduate Students,Student Attitudes,Cultural Differences,Fear,Arabs,Psychological Patterns,Computer Attitudes,Student Characteristics,Technological Literacy,Negative Attitudes,Positive Attitudes

The rising growth of integrating technology into education affects the psychological structure of students, especially their technophobia and technophilia levels, playing a vital role in their adaptation to new technology, bridging the digital divide, and achieving sustainable development goals. Despite such influence, research lacks diagnostic theses among Arabian undergraduates. This study is the first to assess technophobia and technophilia levels according to countries among Jordanian, Egyptian, and Qatari undergraduates. The quantitative research approach and a cross-national research design, with a web-based questionnaire, are adopted to explore the technophobia and technophilia levels of Arabian undergraduates and investigate them concerning the country. Additionally, A stratified multistage clustered random sampling is recruited. The study sample comprised 1081 undergraduates; from Egypt (400), Jordan (375), and Qatar (301). The data were collected in September of the academic year 2021-2022 using the Technophobia and Technophilia Questionnaire. The results demonstrated a moderate level of technophilia among Arabian undergraduates. Moreover, according to country, the ANCOVA test confirmed a non-significant (p&gt;0.05) difference in technophilia levels. Notably, a significant (p&lt;0.05) difference exists in technophobia levels according to country. The results of the Scheffe test demonstrated that Qatari undergraduates were less technophobic than Jordanian and Egyptian undergraduates. This study's implications can inform the government, especially policy-makers in education and sustainable development planners, to pay attention to undergraduates' technophilia and technophobia concerns and plan strategies and policies for encouraging technology adaptation and managing technophobia and technophilia constructs.
A Mixed-Method Research on Digital Literacy of Middle School Students
Author: Yildirim, Tercan
Date: 2023-00-00
Type: Journal Articles
Subjects: Digital Literacy,Middle School Students,Student Attitudes,Student Evaluation,Foreign Countries,Gender Differences,Individual Differences,Recreational Reading,Internet,Grade 5,Grade 6,Grade 7

The purpose of this study was to reveal middle school students' digital literacy levels and their opinions about digital literacy. Convergent parallel design, one of the mixed-method designs, was used in the study. Quantitative part involved survey while qualitative part included casestudy model. Digital literacy scale and semi-structured interview form were used to collect the data. The participants in the quantitative part involved 367 students studying at a state middle school in Kirsehir while 12 students took part in the qualitative part. The data analysis was conducted separately, and general conclusions were drawn and combined during interpretation. Although students had high scores from the digital literacy scale, the in-depth qualitative analyses showed that they did not have adequate information about the concept of digital literacy. Moreover, the quantitative results showed that students, who used digital technologies for research purposes, had higher scores from the security dimension of digital literacy scale than the students who used digital technologies for studying. However, the qualitative results revealed that students used digital technologies most commonly for entertainment. It was found that students' digital literacy was significantly differed by their gender, grade level, book-reading duration, and internet-use duration while it did not significantly differ by their purpose of using digital technologies. Additionally, based on the qualitative results, students agreed that social studies course contributed to their digital literacy.
Relationship between Middle School Students&apos; Innovative Thinking Tendencies and Entrepreneurial Skills
Author: Kiliçoglu, Gökçe
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Middle School Students,Innovation,Cognitive Processes,Entrepreneurship,Grade 5,Grade 6,Grade 7,Predictor Variables,Skills,Self Efficacy,Metacognition,Problem Solving,Persistence,Leadership

This study aims to determine the relationship between middle school students' innovative thinking tendencies and entrepreneurial skills and to identify the variables that predict entrepreneurial skill. To this end, the study used the correlational survey method. The study group consists of 274 5th-, 6th-, and 7th-graders studying in 3 middle schools in the central district of Trabzon Province, Turkey, in the 2021-2022 academic year. The study data were collected using the &quot;Innovative Thinking Tendency Scale for Middle School Students&quot; (ITTSMSS) and the &quot;Entrepreneurship Scale for Secondary School Students&quot; (ESSSS). They were subjected to correlation and regression analyses via SPSS 22 statistical analysis program. Through the analysis, the study found a high relationship between middle school students' innovative self-efficacy and self-awareness. It was also determined that innovative self-efficacy, openness to innovation, innovative problem solving, innovative perseverance, and innovative group leadership predicted the middle school students' entrepreneurial skill levels at significant, positive, and moderate levels. Based on the results, it is recommended to create teaching content and organize teaching activities in which entrepreneurial skill and innovative thinking skill are covered together and aimed to be developed.