ethanporcaro/eric-fulltext-meta huggingface dataset:
Youths&apos; Coping with Cyberhate: Roles of Parental Mediation and Family Support
Author: Wright, Michelle F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Coping,Bullying,Computer Mediated Communication,Parent Participation,Parent Role,Family Involvement,Adolescents,Foreign Countries,Structural Equation Models,Parent Child Relationship

Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate.
Sociodramatic Play with Racially Diverse Dolls in a Child Development Center
Author: Sturdivant, Toni Denese
Date: 2020-00-00
Type: Journal Articles
Subjects: Child Development,Play,Toys,Racial Differences,Ethnicity,Ethnic Diversity,Racial Attitudes,Preschool Education,Preschool Children,Early Intervention,Teacher Role,Consciousness Raising,Preschool Teachers,Educational Environment,Teaching Methods

There is a prevailing myth that young children do not notice race (Doucet &amp; Adair, 2013; Hirschfeld, 2012). While, in fact, infants as early as three months old notice race (Bar-Haim et al., 2006; Kelly et al., 2005). If numerous early childhood educators find discussing race and ethnicity inappropriate for young children, children could be left to figure out race and ethnicity using the products of our society that praise some groups and negatively depicts others (Doucet &amp; Adair, 2013). This study sought to increase the knowledge of racial awareness in young children by utilizing teacher observations of their students' play with racially/ ethnically diverse dolls. Thus, the purpose of this exploratory study was to explore racial awareness and racial attitudes through the racial discourse present in the dramatic play of children in the preschool classroom. Knowing more about how children are making sense of race and ethnicity in their play provides insight in how early childhood educators can address race and ethnicity in classrooms and what specific issues could be of interest to their young learners. The intention of this exploration was also to learn more about the ways in which early childhood teachers notice and describe racial bias and racial attitudes in the doll play of their preschool students.
Grasp the Challenge of Digital Transition in SMEs--A Training Course Geared towards Decision-Makers
Author: Azevedo, Américo
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Barriers,Small Businesses,Competition,Training,Technology Uses in Education,Technological Literacy,Interdisciplinary Approach,Industry,Artificial Intelligence,Automation,Online Courses,Video Technology,Program Design,Decision Making,Teaching Methods,Skill Development,Educational Technology,Manufacturing Industry

Small and medium-sized enterprises (SMEs) in Europe risk their competitiveness if they fail to embrace digitalization. Indeed, SMEs are aware of the need to digitalize--more than one in two SMEs are concerned that they may lose competitiveness if they do not adopt new digital technologies. However, a key obstacle is related with decision-makers' lack of awareness concerning digital technologies potential and implications. Some decision-makers renounce digital transition simply because they do not understand how it can be incorporated into the business. Take into account this common reality, especially among SMEs, this research project intends to identify the skills and subjects that need to be addressed and suggests the educational methodology and implementation strategy capable of maximizing its success. Therefore, and supported by a focused group research methodology, an innovative training program, oriented to decision-makers, was designed and implemented. The program was conceived based on a self-directed learning methodology, combining both asynchronous lecture/expositive and active training methodologies, strongly based on state-of-the-art knowledge and supported by reference cases and real applications. It is intended that the trainees/participants become familiar with a comprehensive set of concepts, principles, methodologies, and tools, capable of significantly enhancing decision-making capability at both strategic and tactical level. The proposed programme with a multidisciplinary scope explores different thematic chapters (self-contained) as well as cross-cutting thematic disciplines, oriented to the Industry 4.0 and digital transformation paradigm. Topics related with Digital Maturity Assessment, Smart Factories and Flexible Production Systems, Big Data, and Artificial Intelligence for Smarter Decision-Making in Industry and Smart Materials and Products, as well as new production processes for new business models. Each thematic chapter in turn is structured around a variable set of elementary modules and includes examples and case studies to illustrate the selected topics. A teaching-learning methodology centered on an online platform is proposed, having as a central element, a collection of videos complemented by a set of handouts that organize the set of key messages and take-ways associated with each module. In this paper, we present the design and practice of this training course specifically oriented to decision-makers in SME.
Using Community of Inquiry (CoI) to Facilitate the Design of a Holistic E-Learning Experience for Students with Visual Impairments
Author: Ngubane-Mokiwa, Sindile A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Communities of Practice,Inquiry,Instructional Design,Instructional Effectiveness,Holistic Approach,Electronic Learning,Distance Education,Student Needs,Students with Disabilities,Accessibility (for Disabled),Visual Impairments,Inclusion,Knowledge Level,Open Education,Pandemics,COVID-19,College Students,Foreign Countries

Information and Communication Technology (ICT) tools provide an ideal mechanism by which students can interact closely with their lecturers in an open distance learning (ODL) context. This is especially true for students with disabilities who require access through alternative formats. This paper demonstrates teaching and learning practices in an ODL institution in South Africa, with a focus on the indispensable role of lecturers and tutors in an online learning setting. The paper employs the Community of Inquiry, which sees the effective online learning environment through three elements: cognitive, social, and teaching presence. The findings shed light on the use of vision-based approaches in course design; limited implementation of open-access policies, and the academic faculty's lack of knowledge on how to facilitate inclusive learning. The paper concludes by presenting a proposed student-centred framework that seeks to facilitate inclusive teaching and learning towards positive and inclusive learning experiences for students. The proposed framework could be beneficial during pandemic situations.
Does the Simple View of Reading Explain Korean Elementary EFL Learners&apos; Reading Comprehension?
Author: Kang, Yusun
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading Processes,Phonological Awareness,Oral Language,English (Second Language),Second Language Learning,Second Language Instruction,Grade 5,Elementary School Students,Foreign Countries,Language Processing,Linguistic Input,Reading Fluency,Decoding (Reading),Korean,Native Language,Achievement Tests,Reading Tests,Mastery Learning,Cognitive Tests

Numerous studies have supported the simple view of reading by showing the significant predictive roles of oral language comprehension ability and decoding skills in the reading comprehension of monolinguals and second language learners. However, little is known about its applicability to young foreign language learners who do not have much access to the target language and literacy input outside the school and especially those whose first and second languages are typologically different. This study was designed to examine the contribution of English oral language comprehension ability and decoding skills to the reading comprehension of fifth-grade Korean EFL learners. In doing so, the indirect effects of oral language ability and phonological awareness were also considered, and English reading fluency and Korean reading comprehension abilities were controlled for. The findings not only support the simple view of reading but also highlight the indirect effects of oral language comprehension ability and phonological awareness on reading comprehension abilities via the effects of decoding skills.
Role of Morphological Awareness and Morphological Processing in Korean Secondary School Students&apos; English-Vocabulary Knowledge and Reading Comprehension
Author: Kim, Eun Joo
Date: 2019-00-00
Type: Journal Articles
Subjects: Morphology (Languages),Metalinguistics,Grade 10,Vocabulary Development,Secondary School Students,Grade 8,Korean,Native Language,Second Language Learning,Second Language Instruction,English (Second Language),Language Tests,Reading Tests,Reading Comprehension,Language Processing,Correlation,Foreign Countries,Role,Scores

Despite the recognized importance of morphological knowledge to literacy outcomes such as vocabulary knowledge and reading comprehension, two of its subconstructs--morphological awareness and morphological processing--have received comparatively little attention. In response, the aim of the study reported here was to examine how the relationships between morphological awareness and morphological processing, especially in terms of morphological transparency and morphological frequency, contribute to the vocabulary knowledge and reading comprehension of 62 native Korean-speaking secondary school students--27 eighth-graders and 35 tenth-graders--learning English as a foreign language. The students' performance on the Test of Morphological Structure and the Word Reading Test was assessed to gauge their compounding awareness, inflectional awareness, vocabulary knowledge, and reading comprehension. The results indicated that the students' performance was varied depending on morphological transparency and frequency. In addition, it was not morphological processing, but rather morphological awareness that explained variances in vocabulary knowledge and reading comprehension, when compounding awareness and inflectional awareness were controlled for. This paper discusses what such findings imply for teaching English as a foreign language to Korean learners.
The Impact of Form-Focused Instruction on the Accuracy of Korean Learner Production: A Meta-Analysis of Technique and Timing
Author: Schenck, Andrew
Date: 2019-00-00
Type: Journal Articles
Subjects: Grammar,Korean,Native Language,Accuracy,Second Language Learning,Second Language Instruction,Language Proficiency,Morphology (Languages),Teaching Methods,Speech Communication,Syntax,Meta Analysis,Pretests Posttests,English (Second Language),Interference (Language),Professional Associations,Foreign Countries,Instructional Effectiveness

This study examined how key factors of FFI (degree of explicitness, L1 similarity, proficiency level, and grammar type) influence the accuracy of production. A total of 22 experimental studies, all of which had Korean participants and productive assessments of speech or writing, were selected for analysis. Results revealed that explicit grammar emphasis was more effective for morphology that had a small, binary scope (present or absent). Results further revealed that explicit emphasis of grammatical features dissimilar from the L1 significantly increased accuracy of learner speech and writing. In contrast, implicit emphasis was effective with grammatical features that had a larger scope (e.g., many lexical forms or syntactic arrangements), as well as with grammatical features that were similar to the L1. Findings suggest that explicit emphasis of a smaller scope and implicit emphasis of a larger scope are both useful, since they do not cognitively overload the learner during communication.
Designing &quot;Virtual Social Europe Days&quot; -- An International Collaborative Seminar across Closed Borders
Author: Arnold, Patricia
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,International Cooperation,Seminars,Networks,Institutional Cooperation,COVID-19,Pandemics,Design,Synchronous Communication,Asynchronous Communication,Empathy,College Students,College Faculty,Decision Making,Foreign Countries,Social Work,Public Policy,Human Resources,Labor,Laws,Gender Issues,Videoconferencing,Distance Education,Barriers,Time Management,Student Attitudes,Teacher Attitudes

&quot;Social Europe Days&quot; is a collaborative four-day international seminar held yearly near Brussels, Belgium, by a network of ten European universities from eight different countries. Due to the COVID-19 pandemic, the seminar had to be offered virtually and redesigned. The final design included synchronous and asynchronous activities, informal and formal interactions, and a focus on empathy for the existential problems faced by participating students and faculty during the pandemic. This article describes the design challenges, the design choices and decisions that led to the virtual seminar design, and reflections based on lead faculty notes, member checking, and student evaluations.
Factors Affecting the Organisational Citizenship Behaviour of English Language Teachers
Author: Isik, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,English (Second Language),Teacher Behavior,Teacher Characteristics,Job Satisfaction,Organizational Climate,Performance Factors,Job Performance,Predictor Variables,Age Differences,Gender Differences,Teaching Experience,Marital Status,Public Schools,High Schools,Questionnaires,Foreign Countries

This study attempted to investigate the factors affecting the organizational citizenship behavior (OCB) of English teachers in Turkish state high schools within the framework of job satisfaction, emotional commitment, and demographic factors. The data, which were collected through a questionnaire given to 269 English teachers, were analyzed through descriptive statistics and hierarchical regression. The findings indicated that the English teachers' job satisfaction, emotional commitment, and OCB levels were above average. Moreover, job satisfaction and emotional commitment predicted OCB. No significant relationship was observed between demographic factors and OCB. The results showed a positive correlation between demographic factors and job satisfaction, and between demographic factors and emotional commitment. The findings suggest that OCB can play a pivotal role to increase the performance of English teachers, consequently leading to better language education. The study suggests that the non-methodological factors in English language teachers' behaviors and performance need to be studied to increase their performance.
Play, Design, Create, Fail, Teach, and Repeat: A Design Case of Designing a Maker Education Course for Preservice Teachers
Author: Jin, Yi
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,STEM Education,Art Education,Design,Course Descriptions,Learning Experience,Instructional Design,Land Grant Universities,Educational Change,Curriculum Development,Technology Uses in Education,Preservice Teachers,Teaching Methods,Preschool Education,Elementary Secondary Education,Creativity,Problem Solving,Educational Technology,Student Projects,Student Evaluation,Educational Philosophy,Decision Making

This design case shows a course designed for teaching preservice teachers about how to design literacy-infused STEAM learning experiences that involve both making and the use of educational technology at a large Midwestern land-grant university in the U.S. This course emphasizes the high-tech making activities in PK-12 formal education that offers students richer, more engaging, and potentially more meaningful learning experiences. The course expects to equip the preservice teachers with the understanding and skills they need to be ready to transform existing curricula in PK-12 education, incorporate curricula that cultivate creativity, design thinking, and problem-solving, and provide students authentic instructions and the opportunities to be the creators and owners of their learning. The current design case highlights design decisions during the design process.
The Handwavey Game
Author: Gabai, Joshua
Date: 2021-00-00
Type: Journal Articles
Subjects: Games,Nonverbal Communication,Design,Research Methodology

In this design case, we describe The Handwavey Game (Handwavey)--a tabletop, cooperative role-playing game created to study how people can come to converge on novel physical gestures around meaning. In Handwavey, players are novice wizards who cast spells through signaling abstract images with hand movements: success is rewarded in-game and failure has humorous in-game consequences. This case walks through the path of exploration and development from the starting point of a research question to the development of game mechanics and concludes with a set of design recommendations for people interested in designing novel games with specific research or learning meta-goals.
Friendship Perceptions of Syrian and Turkish Children Attending the Project of Support to Sport Education for Children
Author: Karasahinoglu, Tugçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Friendship,Athletics,Cultural Awareness,Foreign Countries,Refugees,Children,Elementary School Students,Secondary School Students,Preschool Children,Figurative Language,Freehand Drawing,Program Effectiveness

The aim of this study is to examine friendship perceptions of Syrian and Turkish children attending the Project of Support to Sport Education Project that aims to gather Syrian and Turkish children through sport and to encourage communication and understanding the tolerate the differences they may have. The research group consists 108 children aged between 5 and 17. The data were obtained through metaphor and pictures. The data were analyzed by content analysis and chi-square test. As a result it was seen that Turkish children had more negative attitudes than Syrian children did [x[superscript 2] (sd = 1, n = 96) = 4.27, p &lt;0.05]. In addition, it was seen that the theme &quot;spending time&quot; included description of what children were doing with their Turkish/Syrian friends. The theme &quot;description of feelings&quot; included children's feelings about their Turkish/Syrian friends. No significant difference was found between the themes [x[superscript 2] (sd = 1, n = 88) = 2.09, p&gt; 0.05].
An Optimization of Language Learning in Writing through E-Learning: Encountering COVID-19 Pandemic
Author: Sariani
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Electronic Learning,COVID-19,Pandemics,English (Second Language),Second Language Instruction,Writing Skills,Writing (Composition),Online Courses,Visual Aids,Cultural Awareness,Vocabulary,Punctuation,Spelling,Grammar,Essays,Writing Assignments,College Students,Foreign Countries

In response to the current situation of the pandemic COVID-19 outbreak which has been affected worldwide, this study examines the opt on online learning for writing skill, and to assess the development of the writing task. It draws the data from an English as a Foreign Language (EFL) student's writing documents, and marking documents of three experienced English teachers' using the &quot;Analytical Marking Scheme&quot;. A qualitative approach was employed where the data was obtained during the online supervision of the student's final project (TA) by integrating visual images into her writing project. The participant is in her final year at English Department, Politeknik Negeri Padang who focuses on writing brochure as her TA. The findings of this study show that there are two major progresses found in the writing documents of the first draft to the final draft. First, the content of the writing has been improved as seen from the variation of vocabulary used within. The essay has been organized well where the ideas are developed, and the information shared is logical and complete. Second, even though there is still a few errors occurred in grammar, punctuation, and spelling, they have no influence on the idea conveyed. The student is able to adjust into the online learning, and increase her writing performance by utilizing the visual images given. The findings suggest that there should be more innovative learning designs to accommodate the needs of online learning. Since this type of learning is challenging for both teachers and student, teachers need to be able to put their role as facilitator to establish more engagements with the student, and to trigger the student to be more autonomous in learning.
Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners
Author: Syafryadin
Date: 2021-00-00
Type: Journal Articles
Subjects: Classroom Communication,Thinking Skills,Taxonomy,Learning Processes,Learning Activities,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teacher Student Relationship,Case Studies,Teacher Attitudes,Student Attitudes,Problems

Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner's knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.