ethanporcaro/eric-fulltext-meta huggingface dataset:
A Classroom Survey of Language Teachers&apos; Discriminatory Practices against Students: Causes, Consequences and Keys
Author: Tamimi Sa'd, Seyyed Hatam
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Teacher Attitudes,Second Language Instruction,English (Second Language),Teacher Student Relationship,Bias,Educational Discrimination,Foreign Countries

Previous research confirms that individuals frequently become subject to various forms of discrimination for a variety of reasons. This study aimed at revealing the incidence of discrimination toward English as a Foreign Language students, the grounds on which it happens, its adverse effects on students as well as potential solutions to it. The data were collected through questionnaires and were further supported by interviews and classroom observations. The participants consisted of sixty-five Iranian students from a variety of ethnic, linguistic, and socioeconomic backgrounds. The findings indicated that nearly one-third of the students had experienced discrimination of one form or another. Students' perceptions of discrimination were that it is based on skin colour, age, sex, social class, as well as political and religious beliefs. Furthermore, the findings showed that discrimination was perceived to have a negative bearing on students' motivation and their overall ability by adversely affecting their class attendance, sense of responsibility, class performance, and assignment completion. It was found that teachers overtly discriminated against students by openly mocking them, neglecting to call on them for class participation, and unfairly assessing the students and their achievements. Some suggestions to raise awareness of implicit attitudes and biases, identify and end the practice of discrimination among English as a Foreign Language teachers included setting up teacher education programmes, raising learners' awareness, raising teachers' awareness of their responsibilities and students' rights, institutional warning, punishing 'discriminating' teachers, and suspending teachers from work.
The Relationship between the Factors and Conditions of the Autonomy of Preschool Teachers and Fostering the Autonomy of Preschool Children in Kindergarten
Author: Devjak, Tatjana
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Autonomy,Preschool Teachers,Personal Autonomy,Preschool Children,Kindergarten,Teacher Attitudes,Foreign Countries,Predictor Variables,Teacher Influence,Teacher Student Relationship

In the paper, we argue that fostering the autonomy of children in kindergarten contributes to the positive effects of the individual's autonomy later in life. Various sources substantiate the assumption that there is a relationship between the child's autonomy and the autonomy of educators. In the paper, we identify and investigate how preschool teachers evaluate the factors of their own professional autonomy, we determine the factors and conditions that, in their opinion, foster the autonomy of preschool children, and we verify whether the assessment of both factors and conditions affects the actual state of the stimulation of the autonomy of children in kindergarten. With regard to fostering the autonomy of children, we have in mind the participation of children, enabling them to play and learn and to manipulate materials and teaching aids in their own way, so that preschool teachers can offer them a choice, take into account their feelings and perspectives, and provide them with rational feedback. The results of the research show that an evaluation of the factors and conditions for fostering the autonomy of children by preschool teachers (N = 524) has a beneficial effect on fostering the autonomy of the children, but it is not crucial. The most important factors in fostering the autonomy of children are the preschool teacher as a person and the participation of children.
Student Perceptions of a Synchronous Online Cooperative Learning Course in a Japanese Women&apos;s University during the COVID-19 Pandemic
Author: Sugino, Chie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Online Courses,Cooperative Learning,School Closing,Student Attitudes,College Students,Educational Technology,Technology Uses in Education,Synchronous Communication,Interaction,Student Participation,Discussion (Teaching Technique),Program Effectiveness,Student Characteristics,Educational Environment,Family Environment,Student Motivation

As the coronavirus disease 2019 (COVID-19) pandemic expanded worldwide, most Japanese universities launched online learning as an emergent measure; hence, securing the quality of online learning remains a challenge. This study aimed to understand reasons behind students' preferred mode of online learning during the pandemic and to explore the impact of online cooperative learning on students' class participation by analyzing their voluntary comments. A qualitative content analysis identified three factors that are related to students' decisions and motivation about participating in synchronous online classes: mutuality resulting from interaction, the impact of COVID-19 on their life and learning, and individual circumstances. This small-scale study was conducted under the unusual circumstance of the pandemic, and the quality of student interaction was excluded from the analysis. However, their enjoyment arising from interaction encouraged their participation in a synchronous class and discussion. They expressed themselves and listened to others attentively, creating a favorable climate for learning. Students' positive interdependence observed in this study suggests that cooperative learning cultivates a classroom culture where students are willing to contribute without the fear of losing face. This study indicated that participation, cooperation, and active engagement create a positive feedback loop, promoting each aspect even in an online setting.
Archetypes, Me Too, Time&apos;s Up and the Representation of Diverse Women on TV
Author: Garrido, Rocío
Date: 2021-00-00
Type: Journal Articles
Subjects: Gender Issues,Sex Stereotypes,Sexual Abuse,Diversity,Mass Media,Disproportionate Representation,Feminism

The feminist movements Me Too and Time's Up have showcased the power of the audiovisual industry and social networks denouncing sexual harassment and promoting gender equality. Nevertheless, women in the media --and, specifically, on TV-- continue to be underrepresented and stereotyped. Then, according to Time's Up, it is urgent to increase the number of women in front of and behind the cameras, as well as to embed social movements' influences on media productions in order to broaden the archetypal models used for characters' design/analysis. Despite the benefits of archetypes in storytelling, they are based on patriarchal and ethnocentric myths that undervalue female diversity. In response, this paper explores the transference of these feminist movements in terms of female presence and representation on TV series broadcast in the Peak TV era. From an intersectional approach, 25 feminist series were identified, and good practices in the portrayal of female characters are presented as useful role models for co-education which can contribute to egalitarian attitudes in youth. These female characters amplify typical archetypes (i.e., Knower, Carer, Striver, Conflictor, Everywoman) by defying stereotypes. This study concludes that there is a feminist trend in streaming platforms' content, especially in series with a high female presence on-screen/off-screen (many of them linked to feminist movements), that sheds light on a more egalitarian and inclusive television landscape.
Cyber-Plagiarism as Digital Support for the Submission of Academic Writing
Author: Espiñeira-Bellón, Eva-María
Date: 2021-00-00
Type: Journal Articles
Subjects: Plagiarism,College Students,Writing Assignments,Foreign Countries,Electronic Publishing,Internet,Ethics,Desktop Publishing,Incidence

Access to the Internet and digital technologies has become the primary source of information used in academic papers, and, according to numerous studies, is therefore accountable for the greatest number of cases of cyber-plagiarism. The aim of this study is to determine whether the type of format used by university students for their academic papers (paper/electronic) has an influence on plagiarism or cyber-plagiarism. The research is based on a quantitative methodology, and it is characterized as exploratory, descriptive, and explanatory, using the questionnaire as a tool for data collection. Purposive non-probability convenience sampling provided a sample of 8,943 students from the Autonomous Community of Galicia. The findings show a preference for the use of the electronic format for submitting academic work. Exceptions are made in several cases in which statistically significant differences are observed both in the acts of plagiarism that are initiated and in the main reasons given to justify such acts. A discussion of the findings correlates the findings of the research with the analysis of previous studies in this area, and the conclusions focus on the need to train students in informational skills so as not to commit plagiarism when using the Internet as an academic source.
Drivers for the Development of Computational Thinking in Costa Rican Students
Author: Picado-Arce, Karol
Date: 2021-00-00
Type: Journal Articles
Subjects: Computation,Thinking Skills,Skill Development,Foreign Countries,Elementary School Students,Regression (Statistics),Predictor Variables

This study provides evidence about factors that facilitate the development of computational thinking (CT) in Costa Rican elementary school students, including the description of the contribution of the LIE++ proposal that addresses CT knowledge and practices through programming and physical computing projects. A quasi-experimental design was used to compare a group of students from the LIE++ educational proposal with a group of students from another proposal called LIE-Guides, which emphasizes learning with digital technologies. The study sample comprised 14,795 voluntary students, who answered an online test that was constructed and validated to estimate the scores achieved in CT. The results showed that the students participating in the LIE++ proposal obtained better scores compared to the LIE-Guides group. A multilevel regression model demonstrated that students' personal and social variables, as well as the proposal's execution scheme, positively affected student learning in CT. This research is a first approach to the subject in this context. It refers to the importance of providing educational opportunities that focus on more advanced computing knowledge and skills, as well as the relevance of continuing to develop tools and methodologies that help generate evidence about CT in education in order to improve educational interventions.
The Effect of the Imagination Levels of the Faculty of Sports Sciences Students on Mental Toughness
Author: Ugur, Oruç Ali
Date: 2021-05-00
Type: Journal Articles
Subjects: Athletics,College Students,Imagination,Resilience (Psychology),Gender Differences,Correlation,Student Characteristics,Student Interests,Foreign Countries

The aim of this study is to evaluate the effect of the imagination levels of the students of the faculty of sports sciences on mental toughness. The demographic form containing personal information, the Sports Imagination Scale developed by Hall et al. (1998) and the scale adapted to Turkish by Vurgun (2010), reliability and validity study of which was carried out, were used to collect the data. It can be said that the imagination characteristics of the participants are at a good level and their mental toughness characteristics are close to the middle level. It was found that the imagination and mental toughness of the participants did not differ according to the gender variable. The imagination levels of the participants who are interested in team sports and who are engaged in individual sports do not differ significantly. When we look at the results obtained within the scope of correlation analysis in the study, it was found that there is a moderate and positive relationship between imagination and mental toughness. As a result of the regression analysis, it was found that imagination in sports has a significant positive contribution in explaining its effect on mental toughness. It can be said that the higher the level of imagination in sports, the higher the mental toughness.
Determination of the Factors Affecting Pre-Service Teachers&apos; Technological Self-Efficacy Beliefs by Logistic Regression Analysis
Author: Tekin, Nurcan
Date: 2021-05-00
Type: Journal Articles
Subjects: Predictor Variables,Preservice Teachers,Self Efficacy,Technological Literacy,Regression (Statistics),Student Attitudes,Educational Technology

Technology transfer to classes has become very important for teachers, regardless of their field. The purpose of this study is to determine how pre-service teachers with high and low level of technological selfefficacy beliefs are predicted by the independent variables. These variables are attitude towards technology, attitude towards instructional technologies and material design course, having a personal computer. The study sample of this relational study consisted of 193 pre-service teachers. As data collection tools, Technological Self-Efficacy Belief Scale, Attitude towards Technology Scale, Attitude towards Instructional Technologies Scale, and a questionnaire developed by researchers were administered. Logistic regression analysis, which is used when the dependent variable is categorical, was employed in data analysis. According to analysis results, the variables of having a personal computer (Wald = 4.23, df = 1, p &lt; 0.05), attitude towards technology (Wald = 13.66, df = 1, p &lt; 0.01) and attitude towards instructional technologies and material design course (Wald = 6.17, df = 1, p &lt; 0.01) had a significant effect on pre-service teachers' technological self-efficacy beliefs. Particularly, the variable of having a personal computer significantly increased pre-service teachers' technological self-efficacy beliefs by 20%. In this context, various recommendations were offered to the researchers, institutions and instructors.
Health-Related Quality of Life Level in Terms of Sports Age and Weekly Training Frequency
Author: Karaman, Muhammed Emre
Date: 2021-05-00
Type: Journal Articles
Subjects: Quality of Life,Physical Health,Mental Health,Training,Athletics,College Students,Incidence,Physical Activity Level,Life Style,Foreign Countries

Being physically active during the day and keep it in all the life along gives us the feeling well both physically and mentally. The purpose of the presented study is to investigate the effect of weekly training intensities and sport ages of the Faculty of Sport Sciences, Department of Coach Training students' health-related physical and mental quality of life. 52 female and 56 male students participated in the study. 74% of the participants were in the 18-23 age range, 18.5% were in the 24-28 age range and 7.4% were in the 28- 32 age range. SF-36 Quality of Life Scale was used as a data collection tool SF-36 Quality of Life Scale consists of 8 sub-dimensions and 36 items. Participants who had a weekly training intensity of 5 days or more had higher scores than those who had training intensity for 1-2 days and 3-4 days in physical health components sub-dimensions. Participants who had a weekly training intensity of 1-2 days had higher scores than the scale scores of those who had a weekly training intensity of 3-4 and 5 days more, in mental health components sub-dimensions. In mental health subscale scores and weekly training intensity scale scores, it was seen that there was a significant difference between those who trained for 1-2 days and those who trained for 3-4 days. In conclusion, within the scope of the study involving a department of a sports sciences faculty, it can be said that being physically active is improving and protecting both physical and mental health status, considering the quality of life scale scores.
Role of the CEFR and English Teaching in Thailand: A Case Study of Rajabhat Universities
Author: Charttrakul, Kanjana
Date: 2021-04-00
Type: Journal Articles
Subjects: Rating Scales,Guidelines,Grounded Theory,Foreign Countries,Second Language Learning,Second Language Instruction,English (Second Language),Elementary Secondary Education,Language Teachers,Teacher Attitudes,Teaching Methods,Educational Policy,Learning Processes

In 2016, Thai Ministry of Education (MOE) has announced the Common European Framework of Reference for Languages or the CEFR (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. This has inevitably affected Rajabhat Universities (RUs) in the country that have major roles and responsibilities in producing pre-service English teachers. This paper presents the results of an investigation of English teachers' perceptions at Rajabhat universities in Bangkok and suburban areas. Participants were 67 teachers in total. A mixed-methods approach was employed for data collection. Research tools are a set of questionnaire and an individual semi-structured interview. An interview was conducted with 6 teachers in 6 RUs, each was purposively selected. Data analysis employed frequency, means, and standard deviation, while Grounded theory (Strauss &amp; Corbin, 1999) was used for interview data analysis. Findings indicate the participants mostly agreed with the MOE's launching the CEFR policy and reflected they could apply the CEFR as a guideline in teaching and learning management. However, data from the in-depth interview revealed both advantages and disadvantages of the CEFR. This study might be a kind of mirror for policy makers and practitioners at both policy and classroom pedagogy levels who advocate the CEFR policy in Thailand.
The Comparative Effect of Dynamic and Negotiated Assessment on EFL Learners&apos; Writing Complexity and Fluency
Author: Sardarianpour, Shirin
Date: 2021-04-00
Type: Journal Articles
Subjects: Writing Evaluation,Language Fluency,Second Language Learning,Second Language Instruction,English (Second Language),Evaluation Methods,Feedback (Response),Foreign Countries,Essays,Pretests Posttests,Teaching Methods,Peer Relationship,Teacher Student Relationship,Comparative Analysis,Writing Improvement

The purpose of the present study was to investigate the comparative effect of dynamic and negotiated assessment on EFL learners' writing complexity and fluency. To this end, 72 female intermediate EFL participants, selected from a larger group of 103 learners based on their performances on a piloted PET, in Tak language institute in Dezfoul, Iran participated in the present study and received either dynamic assessment, negotiated assessment, or traditional instruction during a term. Both of the experiments were process-oriented; however, in the dynamic assessment, the negotiation was done through teacher's provision of feedback wherein the negotiated assessment group peer-negotiation was encouraged. The participants' writing complexity and fluency were measured both before and after the instruction through essay writing pre-treatment test and posttest in accordance with Larsen-Freeman's (2006) T-Unit protocol. A Multivariate Analysis of Variance (MANOVA) was run on the posttest scores to test the null hypotheses of the study, the results of which indicated that while dynamic assessment was significantly effective in improving writing complexity (p = 0.007 &lt; 0.05), negotiated assessment yielded significantly better results in boosting writing fluency compared to the results obtained from both control (p = 0.000 &lt; 0.05) and dynamic assessment groups (p = 0.042 &lt; 0.05). Nevertheless, dynamic assessment did not show significantly better results in comparison to negotiated assessment in improving writing complexity (p = 0.084 &gt; 0.05). Learners, teachers, and syllabus designers who are engaged in the process of language pedagogy may use these results. Depending on the focus of their learning, i.e., fluency or complexity, they may choose the optimal choice between these two types of assessment.
Measurement of Attention Based on Physical Activity Levels of Secondary School Students
Author: Korkmaz, Nimet Hasil
Date: 2021-05-00
Type: Journal Articles
Subjects: Attention,Physical Activity Level,Middle School Students,Children,Life Style,Correlation,Child Development,Physical Activities,Foreign Countries

The goal of this study is to investigate whether or not the attention level of middle school students' changes depends on their physical activity. Fourty middle-school students who have been taking education in Yalova province joined the study as a volunteer. Fifty percent of the participants are male and the others are female. The experimental and the control groups have been formed and each of these groups consisted of 10 male and 10 female students. International physical activity questionnaire short form and Burdon concentration test were used as the information gathering instruments. To compare the experimental groups with the control groups, a T-test was used for independent groups. To compare one to another participant in each group, also T-test was used for dependent groups. Using the international physical activity questionnaire short form, preliminary and final tests were applied to each participant. According to the results of the questionnaire, weekly MET values of each participant were calculated. At the beginning of the study, the Burdon concentration test applied to each participant. Our study has finished in eight weeks. The physical activity levels of the control group were kept constant and no information was given. Twenty pieces of Xiaomi-mi-band-3 smart bracelets were supplied to the experimental group and they were informed about the features of these devices. At the end of 8 weeks period, the international physical activity questionnaire short form and Burdon concentration test were applied to each participant again. According to the physical activity levels of the control group, no significant difference has been found between the results of the Burdon concentration test (p &gt; 0.05). But according to the physical activity levels of the experimental group, a significant difference has been found between the results of the Burdon concentration test (p &lt; 0.05). As a result, it has been observed that an increase in levels of physical activity provides an increase in concentration. In conclusion, it is seen that many students and young people have low levels of physical activity due to both lifestyle and virtual world dependence. Although there are many factors, the decrease in physical activity causes low levels of attention. The better the attention levels of our students and young people, the more successful they will be in their lives. Our study and most of the mentioned studies reveal that attention is a developable skill and a situational factor that is open to influence. Therefore, attention development in children who are directed to recreational activities should be emphasized, especially during periods of rapid physical growth. If we want our students and young people to be more successful, they should be encouraged and supported more about physical activity.