ethanporcaro/eric-fulltext-meta huggingface dataset:
Experiences of 5th Grade Students Participating in Active Gaming-Assisted Physical Education Lessons
Author: Yüksel, Hidayet Suha
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Grade 5,Student Experience,Active Learning,Games,Physical Education,Student Motivation,Self Esteem,Technology Integration

The aim of present study is to explore the experiences of 5th grade students, who participated in physical education courses structured based on the active gaming program. The qualitative case study model was employed in this study. Twelve 5th grade students attending the physical education lessons were involved in present study. The physical education lessons were taught by using &quot;SMART Trainer&quot; system having 3 wall units for 12 weeks. The data were collected using semi-structured focus group discussions, observation notes, rubric, and video records. The content analysis method was used in analyzing the data. The findings were gathered under two categories, two main themes, and four sub-themes. In first category, the previous experiences of students regarding the physical education lessons are to play same games, to watch movies or to take other lessons when they were in the classroom, and to play traditional games or to be left free when they were outside. The fun, the skill-difficulty level, the decrease in awareness of time, the visual-auditory stimulants and the teacher support, which are reflected to the physical education lessons under the motivation theme, are among the important experiences playing role in motivation of students. In physical competence and confidence dimension, the fundamental movement skills assessments made by practitioners as their main function indicate that the majority of students are at adequate levels, whereas it was determined that the self-confidence from the physical aspect developed in parallel with the development of fundamental movement abilities that teachers perceive from their students.
Symbolic Violence: School-Imposed Labeling in a &quot;No-Excuses&quot; Charter School
Author: Marsh, L. Trenton S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Charter Schools,Labeling (of Persons),Teacher Student Relationship,Student Attitudes,At Risk Students,Educational Experience,Violence,Minority Group Students,African American Students,Males,Middle School Students,Middle School Teachers

In this article, I explore the ways in which school-imposed labeling at one &quot;no-excuses&quot; public charter school impacts teachers' perceptions of students who were labeled as being high risk or struggling academically, and how these students perceive their own schooling experiences. A primary aim was to extend how labeling is viewed in schools, from that as a innocuous practice to a mechanism of symbolic violence that can disproportionately affect males of color, and particularly as evidenced in this study, Black males.
The Impact of Samoan Pre-Service Teacher Education on Student Learning
Author: Tuia, Tagataese Tupu
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Outcomes of Education,Preservice Teacher Education,Preservice Teachers,Educational Needs,Needs Assessment,Culturally Relevant Education,Indigenous Knowledge

Education in Samoa is strongly influenced by western theories of teaching and learning. Through the influence of missionaries in colonial times, and the subsequent impact of colonial policies, education has become a central site for contestation of identity. The transition to an independent state led Samoa to seek help in restructuring its pre-service teacher education. Subsequently the influence of New Zealand and Australia has dominated administrative and policy assistance. In postcolonial Samoa, the colonial influence still prevails, the result being that while many students enter teacher education, few have critical perspectives on educational issues. A superficial understanding compounded with limited English language competencies makes it difficult to acquire new wisdom and theories. Openness to accepting changes in teaching styles that incorporate both western and indigenous perspectives could contribute to teacher development. This paper draws on &quot;talanoa&quot; and &quot;nofo&quot; methodologies to study twenty pre-service teachers. It highlights the dilemmas facing them in attempting to fit into the system and finding what they learn to be irrelevant to their teaching responsibilities. The study further draws on interviews with an executive from the Ministry of Education, Sports and Culture to illustrate how the curriculum lacks relevance in the Samoan context, contributing to an inappropriate pre-service teacher training program. The paper concludes that Samoan local educational needs must be addressed to ensure the teacher education system is inclusive of local values and knowledge.
Acknowledging the Legitimacy of Local Practices: A Study of Communication Challenges between Chinese and Australian University Students
Author: God, Yu Tim
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Students,College Students,English (Second Language),Second Language Learning,Intercultural Communication,Peer Relationship,International Education,Communication Problems,Stress Variables,Foreign Countries,Student Attitudes,Asians,Language Variation,Language Attitudes,Self Efficacy,Language Proficiency

English is an important medium for global communication but its use in different communities is inevitably shaped by their local languages and cultures. International education research shows that differences in English language practices could introduce difficulties and stress into intercultural communication between international and host students. This study examines how Chinese international students understand and deal with difficulties in communication with host students at an Australian university in relation to different English practices. Findings show that Chinese students tend to consider their own practices as less legitimate than those of Australians. Since intercultural communication is a process of negotiating shared meanings based on each other's &quot;Local&quot;, linguistically and culturally, without acknowledgement of the legitimacy of their own local practices, Chinese students may find it difficult to utilize language and cultural resources to communicate with their Australian peers.
Investigation of the Anticipation Time in Forehand and Backhand Strokes of Badminton Players
Author: Gülaç, Meryem
Date: 2017-12-00
Type: Journal Articles
Subjects: Racquet Sports,Athletes,Late Adolescents,Foreign Countries,Teaching Methods,Psychomotor Skills

The purpose of this study was to examine if there was a difference between forehand and backhand coincidence-anticipation timing (CAT) performance of badminton players. Badminton players participating in the study are in the age range of 18-23 ( = 20.25, SS = 1.48) and 12 top athletes who regularly participated in Super League competitions in Turkey were selected (4 female and 8 male).Those athletes were determined by using the Purposive Sampling method. Participants were 12 elite badminton players (4 female and 8 male) whose ages ranged from 18 to 23 years ( = 20.25, SS = 1.48). CAT performances were measured with modified Bassin Anticipation Timer (BAT) device. Stimulus speed used for this study was set at 4 m / s. Participants were informed about the test protocol and they performed 3 trials with a racket to familiarize BAT device. Then, participants performed 20 trials for forehand and 20 trials for backhand strokes, 40 trials in total. Collected data were transformed to absolute error (AE) and variable error (VE) scores. Independent sample t-test was employed to calculate statistical data, and the significance level was set as 0.05. Results showed that there were significant differences between forehand and backhand strokes in terms of absolute and variable error scores of participants (p&lt;0,05). As a conclusion, CAT performance of badminton players is effected during forehand and backhand strokes. CAT forehand stroke scores are better than the backhand stroke scores.
Researching and Theorizing the Local in Education: Perspectives from Oceania and Asia
Author: Zhang, Hongzhi
Date: 2018-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Foreign Countries,Role,Indigenous Knowledge,Educational Research,Educational Theories,Indigenous Populations,Correlation,Global Approach,Program Descriptions,Program Implementation,Cultural Awareness

This paper explores the role of local knowledges and wisdoms in educational research and theorizing, drawing examples from Oceania and Asia. It draws on Chen's idea of &quot;internationalist localism&quot; as a lens to explore relationships between local wisdom and traditional cultures in Oceania and Asia, and Western theories of education. Examples are drawn from the island nations of Oceania (including Papua New Guinea), Asia (including Indonesia, Vietnam, and Bangladesh) as well as Australia (including Indigenous Australian settings). In each of these examples, researchers grounded their studies in local wisdoms and traditions, albeit embedding them in broader global contexts, thus achieving, at least to some extent, the internationalist localism advocated by Chen.
Understanding the &quot;Local&quot; in Indigenous Taiwan
Author: Nesterova, Yulia
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Indigenous Populations,Indigenous Knowledge,Social Influences,Cultural Influences,Asian Culture,Educational History,Educational Methods,Minority Group Teachers,Cultural Relevance,Language Usage,Identification (Psychology)

The study reported on in this paper aims to understand, challenge, and deconstruct what the &quot;Local&quot; means for the development of Indigenous education in Taiwan. More precisely, it will question the idea of the Local in this context, as Indigenous people do not necessarily all hold similar views about Local Indigeneity and its place in educational development in Taiwan. As research shows, Indigenous people's views are influenced by intersecting factors, such as class, gender, rural and urban location, education, and profession. While some Indigenous people may identify Local as the identity and interests of their Indigenous community or as their family, others may seek allegiance, construction of identity, and learning with and from the transnational Indigenous movement. The paper starts with a philosophical overview of what is Local and what is Indigenous. It then analyses the Taiwan case from the historical context of Indigenous people to contemporary views and perspectives on indigeneity, Indigenous development, and education. Indigenous perspectives on development and education are presented based on primary research conducted with Indigenous people in eastern and western parts of Taiwan, including data from in-depth interviews, informal discussions, and observations. The paper concludes by considering the implications of these understandings for Taiwan's development and education, and for what is meant by the Local Indigenous and its influence on education in this case.
Experiences of Students with Special Needs on Sport Education Model
Author: Oguzhan, Nese Saraç
Date: 2017-12-00
Type: Journal Articles
Subjects: Student Experience,Special Needs Students,Physical Education,Foreign Countries,Physical Education Teachers,Team Sports,Secondary School Students,Grade 6,Teaching Models,Teaching Methods

The aim of the study was to examine the experiences of the students with special needs on the sport education model (SEM). In this research, action research method was used (Mertler, 2009). In the scope of the research, a mini-volleyball season was practiced with SEM in a secondary school--6th grade--for 16 weeks. The physical education teacher has 6 years of teaching experience and for the first time she has tried SEM at her school. In total, there were 12 participants in the research; 7 of them (3 girls, 4 boys) with special needs who have attended to this lesson and were chosen with purposeful sampling, and the other 5 students who were also the trainers and the captains of the teams. Collecting data includes the teacher's reflective diary, weekly discussions with the expert, two focus group interviews with the students and volleyball skills observation forms. Skill observation forms were analyzed by descriptive statistics and the other data analyzed by content analysis. The findings of the study were gathered under three themes: (1) the effect of the SEM on the skill levels of the students with special needs; (2) the students' opinions on the non-player roles; and (3) the relationships of the students with special needs with their teammates. As a result, it has been seen that, the SEM, giving active roles to the students with special needs in the team in accordance with their talents and interests has promoted their active participation in class, motivation and socialization.
Complex Times and Needs for Locals: Strengthening (Local) Education Systems through Education Research and Development in Oceania
Author: Fa'avae, David Taufui Mikato
Date: 2018-00-00
Type: Journal Articles
Subjects: Indigenous Populations,Disadvantaged,Pacific Islanders,Indigenous Knowledge,College Faculty,Western Civilization,Teacher Role,Teacher Responsibility,Educational Development,International Organizations,National Organizations,Universities,Foreign Policy,Foreign Countries

Researching and theorizing the local in education is often a contested space linked to deficit views of indigenous people by &quot;others&quot;. Certainly, the intention to research the local was a consistent concern linked to colonization in the Pacific. The use of the term &quot;local&quot; assumes the disempowering of the knowledge and worldviews of Indigenous people to the moana-Oceania. Indigenous academics have contributed to decolonization discourse linked to disrupting Western research ideals and practice and my &quot;fatongia&quot; (obligation and responsibility) in this paper is to specifically share and highlight my experiences as a fellow for the University of the South Pacific (USP) Institute of Education (IOE), whose regional purpose is to support and strengthen the education systems within the region through education research and development. Within the postcolonial Pacific context, the complex roles and responsibilities of local educators and researchers continues to infiltrate one's views and assumptions of who education is for, and whose purpose it serves. In this paper, I highlight IOE's role as a regional institution focused on privileging Local and Indigenous knowledges as strengths and working together with regional and international agencies to support and strengthen local education systems in Oceania. Although Pacific professionals continue to perpetuate out-dated colonial systems, including education, I argue that there is an existing body of work and expertise by local people on the rise who are seeking to disrupt the out-dated colonial systems that have greater impetus on the mobilizing of indigenous knowledge and research in the moana.
The State of Abstracts in Educational Research
Author: Curran, F. Chris
Date: 2016-00-00
Type: Journal Articles
Subjects: Educational Research,Documentation,Journal Articles,Periodicals,Information Dissemination,Indexing,Research Utilization,Research Methodology

Background: There is a well-documented divide between education research and practice. In 2004, Mosteller, Nave, and Miech argued for a focus on the research abstract, particularly structured abstracts, to improve the translation of research into practice. Since their call, no study has systematically examined the quality of abstracts in education research or the degree to which structured abstracts are utilized. Purpose: This study addresses two questions. First, what are the characteristics of the research abstracts required by journals in the field of education research? Second, to what extent do research abstracts in the field of education research contain the basic components of a research study? Data: Original data are drawn from the top 150 education research journals. Data include the instructions to authors regarding abstracts for each journal (n = 150) and a random sample of abstracts (n = 189). Methods: Journal instructions and abstracts were coded. Codes included whether they were structured and whether they included components of a research study, such as the data or findings. Results: A nontrivial proportion of abstracts fail to include important components of a research study. More than one in three lacked information regarding the background, and a similar proportion lacked information on conclusions. Over one quarter omitted information regarding the data, and a similar proportion lacked information on methodology. Only 7% of the top 150 journals explicitly require a structured abstract. Conclusions: The quality of abstracts in educational research could be improved. Suggestions for improving abstracts, such as shifting toward structured abstracts, are offered.
Readings on L2 Reading: Publications in Other Venues 2017-2018
Author: Harris, Shenika, Ed.
Date: 2018-10-00
Type: Journal Articles
Subjects: Second Language Learning,Reading Research,Reading Comprehension,Reading Processes,Second Language Instruction,Annotated Bibliographies

This feature offers an archive of articles published in other venues during the past year and serves as a valuable tool to readers of &quot;Reading in a Foreign Language&quot; (&quot;RFL&quot;). It treats any topic within the scope of RFL and second language reading. The articles are listed in alphabetical order, each with a complete reference as well as a brief summary. The editors of this feature attempt to include all related articles that appear in other venues. However, undoubtedly, this list is not exhaustive.
An Examination of Self-Assessment and Interconnected Facets of Second Language Reading
Author: Dolosic, Haley
Date: 2018-10-00
Type: Journal Articles
Subjects: English for Academic Purposes,English (Second Language),Second Language Instruction,College Students,Familiarity,Reading,Foreign Countries,Self Evaluation (Individuals),Reading Materials,Evaluation Methods,Reading Skills,Student Attitudes,Content Area Reading

As second language (L2) reading assessment and proficiency grow in importance globally, many questions remain about the multifaceted nature of L2 reading. This study examined the interconnected relationships of text type, test method, topic familiarity, and self-assessment, as they relate to L2 reading through correlation and regression analyses with Chinese English as a foreign language (EFL) students at a university in China, enrolled in English for Academic Purposes (EAP) courses. Although findings of this study indicate that topic familiarity did not hold its traditionally influential role in L2 reading with these learners, both test method and text type demonstrated statistically significant relationships with L2 reading performance, including a statistically significant interaction between text type and test method. Criterion-referenced self-assessment demonstrated statistically and practically significant associations between learners' self-ratings and L2 reading performance. However, when examined by test and text type, further complexities indicated these associations were tied specifically to narrative texts and multiple-choice test methods.
Modeling the Relationship of Metacognitive Knowledge, L1 Reading Ability, L2 Language Proficiency and L2 Reading
Author: Guo, Lin
Date: 2018-10-00
Type: Journal Articles
Subjects: Metacognition,Native Language,Reading Skills,Second Language Learning,English (Second Language),Language Proficiency,Reading Comprehension,Undergraduate Students,Knowledge Level,Foreign Countries,Vocabulary,Reading Strategies,Correlation

This study takes the initiative to use structural equation modeling (SEM) to explore the interrelationships among metacognitive knowledge, first language (L1) reading ability, second language (L2) proficiency and L2 reading comprehension. Data were collected using an L2 proficiency test, L1 and L2 reading tests and strategy questionnaires with 268 sophomore university students learning English as a foreign language (EFL) in China. The results showed that all three predictors had significant, direct, positive effects on L2 reading comprehension. Moreover, metacognitive knowledge exerted indirect effects on L2 reading by means of L1 reading ability and L2 language proficiency. The findings help to refine the framework of L2 reading and elaborate on the mechanism by which metacognitive knowledge facilitates L2 reading. These findings have significant classroom implications, including the integration of strategy instruction and L1 literacy resources into L2 curriculum.
Comparison of Satisfaction of Body Parts and the Success Levels of the Teams That Participated in Universities Handball 2nd League Competitions
Author: Dinç, Zeynep F
Date: 2017-12-00
Type: Journal Articles
Subjects: Comparative Analysis,Human Body,Team Sports,College Students,Competition,Student Attitudes,Measurement Techniques,Scores,Gender Differences,Universities,Foreign Countries

The study was conducted to determine and compare the satisfaction levels of the students participating in the Universities 2nd Handball League competitions on body parts and body features and the success of their teams. The study group consisted of n=213 (111 female, 102 male) students between 18-24 years of age who participated in 2016-2017 Universities 2nd Handball League competitions (8 Female Teams, 8 Male Teams). The &quot;Body Parts and Body Features Satisfaction Scale&quot; was used as the measurement tool. There are 26 items for women and 27 items for men in this scale. The One-Way Variance Analysis and Tukey Test were used in the comparison of the satisfaction scores of the male handball players from their body parts with the success levels in competitions, and the Kruskal Wallis Test and Mann Whitney U-Test were used in female participants. According to the satisfaction from body parts and features average scores, the differences between the male and female teams were found to be statistically significant (p&lt;0,05). These differences were detected in Ibrahim Çeçen, Erzincan and Dogu Akdeniz University teams in men; and in Atatürk, Sütçü Imam and Erciyes University teams in women. As a result, although there was a statistically significant difference between the average satisfaction scores of the teams, which were the 1st and the last in the tournament, in terms of body parts and features, it was also determined that this situation was not influential on the success rating of the teams.