ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Yo Resisto, Tú Resistes, Todos Resistimos&quot;: Modes of Resistance Displayed by U.S.-Born Children of Deported Parents on the Mexico/U.S. Border
Author: Candel, Sandra L.
Date: 2019-00-00
Type: Journal Articles
Subjects: Resistance (Psychology),Immigrants,Mexican Americans,Foreign Countries,Educational Experience,Coping,Barriers,Teacher Student Relationship,Family Relationship,Friendship,Adolescents,Early Adolescents

Over 600,000 U.S.-born children are living in Mexico after being forced to leave with their parents after a deportation. Although these children possess transnational funds of knowledge, these go unrecognized by their Mexican teachers, who mostly view transnational students from a deficit perspective. This qualitative study included three transnational students aged 12-17 attending schools in northern Mexico due to parental deportation and used interviews, testimonios and thematic analysis to document their educational experiences and to determine their coping mechanisms and modes of resistance. By doing so, this study intended to highlight the ways in which participants enacted agency. The research questions guiding this study were: &quot;How are the educational experiences of transnational youth shaped by parental deportation?&quot; &quot;What tools do they use to cope?&quot; and, &quot;how does transnational youth enact transformative and other types of resistance?&quot; Based on theories of resistance and the Coyolxayhqui Imperative theory, this research found that the major obstacle transnational students face is the difference in educational systems and teaching practices and lack of academic Spanish proficiency. Deportation posed the added burden of stigmatization and exclusion. Family support was the greatest coping mechanism identified by participants, followed by friendships formed in Mexico, especially with other transnational students, as well as being resilient and purposeful in their pursuit of an education. Participants in this study displayed self-defeating, transformative, and resilient resistance. All people and place names are pseudonyms.
Student Engagement and Academic Performance of Students of Partido State University
Author: Delfino, Armando P.
Date: 2019-06-00
Type: Journal Articles
Subjects: Learner Engagement,Academic Achievement,Public Colleges,Foreign Countries,Preservice Teachers,Student Participation,Student School Relationship,Teacher Student Relationship,Student Attitudes,Educational Resources,College Environment,Family Influence

This research determined the extent of student engagement at Partido State University and analyzed the factors affecting student engagement. Moreover, it investigated the correlation between student engagement and academic performance. The study used descriptive-correlational method. A teacher made questionnaire was used to gather data. The general weighted average for two semesters were used to determine the academic performance of the respondents. Focused group discussion was used to validate the data obtained from the questionnaires. A total of three hundred and five students from the College of Education took part in the study. Mean and ranking, Pearson moment correlation, and multiple regression were used to treat the data.The study revealed that the level of student engagement along behavioral, emotional and cognitive engagements were high with a mean of 2.84. It was found out that academic performance of the respondents was very good (GWA=1.83). The correlational analysis found that teacher (r=0.125, p=0.029), school (r=0.143, p=0.013), and family factors (r=0.106, p=0.028) were possitively related to student engagement, while the Multiple Linear Regression analysis revealed that there was relatively low percentage of variance (1.8%) but shows that the factors were significant predictors of student engagement F(3, 301)=2.905. Furthermore, it was found out that behavioral, emotional and cognitive engagements were positively correlated to the academic performance of the students. The teacher, the school, and the parents should have strong collaboration to provide more opportunities for students to maximize their university engagement.
Student Absenteeism in Mathematics Lessons: Social Variables in the PGS of Namibe
Author: Chaves-Barboza, Eduardo
Date: 2019-00-00
Type: Journal Articles
Subjects: Attendance,Social Influences,Teacher Attitudes,Student Attitudes,Undergraduate Students,Foreign Countries,Mathematics Instruction,Financial Support,Family Influence,Social Support Groups,Barriers,Interpersonal Relationship,Interpersonal Communication,Institutional Cooperation,Conflict,Religion,Student Employment

This article analyses social variables that cause student absenteeism from mathematics classes. It contrasts teachers' perceptions with the perceptions of students undertaking their second and third levels of a Bachelor's degree in Physics and Chemistry at the Pedagogical Graduate School (PGS) of Namibe, Angola. To perform this analysis, a Likert scale questionnaire was undertaken and descriptive and inferential statistical tests, a correlation analysis, a variance analysis, and a multivariate factorial analysis were carried out on the data. The results showed that lack of financial and emotional support from students' families and the students' discomfort upon moving to the educational centre were reasons behind absenteeism in mathematics lessons
Uncovering Types of Knowledge in Concept Maps
Author: Kinchin, Ian M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Concept Mapping,Semantics,Theory Practice Relationship,Epistemology,Expertise,Curriculum Design,Teacher Evaluation

Concept maps have been shown to have a positive impact on the quality of student learning in a variety of disciplinary contexts and educational levels from primary school to university by helping students to connect ideas and develop a productive knowledge structure to support future learning. However, the evaluation of concept maps has always been a contentious issue. Some authors focus on the quantitative assessment of maps, while others prefer a more descriptive determination of map quality. To our knowledge, no previous consideration of concept maps has evaluated the different types of knowledge (e.g., procedural and conceptual) embedded within a concept map, or the ways in which they may interact. In this paper we consider maps using the lens provided by the Legitimation Code Theory (LCT) to analyze concept maps in terms of semantic gravity and semantic density. Weaving between these qualitatively, different knowledges are considered necessary to achieve professional knowledge or expert understanding. Exemplar maps are used as illustrations of the way in which students may navigate their learning towards expertise and how this is manifested in their concept maps. Implications for curriculum design and teaching evaluation are included.
A Study of the Factors Influencing Research Activities of Postgraduate Students in the University of Mazandaran, Iran
Author: Razeghi, Nader
Date: 2019-06-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Student Research,Influences,Teacher Student Relationship,College Faculty,Student Satisfaction,Gender Differences,Marital Status,Educational Facilities,Universities

Postgraduate student's academic activities have an important role in the production and development of scientific knowledge. The present study was mainly aimed at identifying factors which might affect postgraduate students' scientific and research activities at Mazandaran University. The survey method was used and the data were collected through questionnaire. The sample population was selected through stratified sampling method and consisted of 278 postgraduate students doing their masters and PhD study. The findings of the study showed that there was not a significant difference between the scientific activities of doctoral and master students in terms of gender, marital status and locality. Beta coefficients indicated that the academic activities of the students were affected most by the university facilities ([beta]=0.36) and students' satisfaction with the teachers ([beta]=0.34) and the least ([beta]=0.17) by students' interaction with professors. Additionally, it can be argued based on MIMIC Model that the students' concerns, as a variable, had a negative impact on their scientific and research activities. The Adjusted R Square indicated that 38% of the scientific and research activities (the dependent variable) were explained by the independent variables studied in the model.
Challenging the Relationship between Settler Colonial Ideology and Higher Education Spaces
Author: Masta, Stephanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Correlation,Ideology,Higher Education,Foreign Policy,Graduate Students,Indigenous Populations,Tribally Controlled Education,Critical Theory,Race

In this article, I analyze, evaluate, and problematize the structure of settler colonialism and demonstrate how it is a process that remains entrenched in the U.S. educational system. I build on previous work done on settler colonial ideology by linking structural forms of settler colonial power to the lived experiences of Indigenous students, using their voices to describe how pervasive and harmful settler colonial ideology is in practice. From their descriptions of the replication of colonial ideology within policies and practices in higher education, the participants create a compelling image of the ongoing dominant influence of settler colonial power in their lives. Challenging settler colonial ideology is not just about providing a more accurate historical record of what occurred in the U.S. Rather, challenging settler colonial ideology reaffirms the value and importance of Indigenous people in the U.S.
Creative Knowledge Transfer Using Junk Art to Promotes Sustainable Development Goals
Author: Yahawa, Nur Fatin binti
Date: 2019-06-00
Type: Journal Articles
Subjects: Unemployment,Females,Recycling,Art Products,Sustainable Development,Entrepreneurship,Rural Education,Art Education,Instructional Effectiveness,Rural Population,Foreign Countries

The process of getting information regarding government initiatives to promote entrepreneurship (2016-2020) in rural area has not been clearly explained to the population in rural areas. The development of an alternative teaching and learning module has enabled for meaningful. There is a need to develop an alternative teaching and learning module to support the transfer of knowledge and skills. The aim of this study was to design and develop Junk Art Module as scaffolding for unemployed women to obtain knowledge and skills in art production. The study was conducted using the Design and Developmental Research (DDR) by Richie and Klein (2007). There were eight unemployed women and three experts from government agencies who were involved in this research. To test the usability of the module, the researchers conducted interview sessions with the experts and unemployed women which showed that the Junk Art Module offered a new knowledge and skills in producing art products using recycled items which should be commercialized through online businesses, tourism centers and other market places. Both the experts and unemployed women gave positive feedback that the module gave them a positive experience in in making art products as a sustainable goal.
Effects of Collaborative Learning Technique and Mathematics Anxiety on Mathematics Learning Achievement among Secondary School Students in Gombe State, Nigeria
Author: Olanrewaju, Muraina Kamilu
Date: 2019-06-00
Type: Journal Articles
Subjects: Cooperative Learning,Mathematics Anxiety,Mathematics Achievement,Secondary School Students,Mathematics Instruction,Instructional Effectiveness,Foreign Countries,Lecture Method

Mathematics is one of the subjects that is taken very seriously in the school system, irrespective of country or level of education. This study therefore examined the effects of collaborative learning technique and Mathematics anxiety on Mathematics learning achievement of secondary school students in Gombe State, Nigeria. Pretest-posttest, control group quasi-experimental design with a 2x2 factorial matrix was used in the study. Multi-stage sampling technique was used in sampling participants from four local government areas in the state. The respondents were measured with validated scale of 0.84 reliability coefficient research instrument and the data obtained was analyzed using independent samples t-test statistical analysis. Two (2) research hypotheses were formulated and tested at 0.05 level of significance. The results showed that there was a significant difference in the Mathematics learning achievement of secondary school students exposed to collaborative learning technique and those in the control group (t=58.75; p&lt;0.05) and there was a significant difference in the Mathematics learning achievement of secondary school students with high Mathematics anxiety and those with low Mathematics anxiety (t=38.41; p&lt;0.05). In view of these findings, the study recommends that educational stakeholders should intensify their effort to organize conferences on the implications of collaborative learning technique for effective interventions towards enhancing Mathematics learning achievement among secondary school students.
Digital Posters to Engage EFL Students and Develop Their Reading Comprehension
Author: Ahmad, Samah Zakareya
Date: 2019-00-00
Type: Journal Articles
Subjects: Learner Engagement,English (Second Language),Second Language Learning,Reading Comprehension,Foreign Countries,Visual Aids,Computer Mediated Communication,Technology Uses in Education,College Students,Control Groups,Experimental Groups,Pretests Posttests

This study investigates the effect of digital posters on the reading comprehension and engagement of EFL students. Thirty-three 3rd-year EFL college students were divided into a control group (n = 17) and an experimental group (n = 16). Both groups were pretested on reading comprehension and engagement before the experiment and then posttested after it. For 12 weeks, participants in the control group received their regular instruction while those in the experimental group used digital posters. Using digital posters went through six steps: orientation, preparation, production, presentation, evaluation, and reflection. While Mann-Whitney U Test showed no significant differences between the two groups in the pretest of reading comprehension (U = 118.00; p &gt; 0.05) or engagement (U = 102.00; p &gt; 0.05), it showed significant differences between them in the posttest of reading comprehension (U = 70.00, p &lt; 0.05) and engagement (U = 57.00, p &lt; 0.05). This led the researcher to reach the conclusion that digital posters significantly improved the reading comprehension and engagement of EFL students.
The Experiences of Students in English Language Teaching on Learning &quot;German as a Foreign Language&quot;
Author: Orhan, Arzu
Date: 2019-00-00
Type: Journal Articles
Subjects: German,Learning Experience,Second Language Learning,Second Language Instruction,Foreign Countries,Student Attitudes,Universities,Undergraduate Students,Course Descriptions,Textbook Evaluation,Time Factors (Learning)

The aim of this study is to illustrate the experiences of students who have taken the optional course &quot;German as a Foreign Language&quot; using the textbook &quot;studio d A1&quot; (Funk et al., 2010) at the Department for English Language Teaching at Bursa Uludag University, and also their reasons for learning a second foreign language. To identify the thoughts and opinions of the students using the textbook, a questionnaire containing ten questions was used. In addition, four questions regarding demographic information were posed to 32 students at the department. The purpose of the study was to analyze the suitability of maintaining the set textbook for the optional course &quot;German as a Foreign Language&quot;. The results indicate that, in this optional course, there is a need to use textbooks that are designed according to the combination German after English or German with English. The students have also been given the opportunity to express their opinions concerning whether the hours offered in the curriculum of Bursa Uludag University were sufficient for them to learn a language at a level that would facilitate their learning of yet another foreign language. The analysis of these data shows that students wished to increase the weekly quota of hours of this course.
The Determinant Effect of Self-Talk Status of Athletes on Life Satisfaction
Author: Mamak, Hüdaverdi
Date: 2019-00-00
Type: Journal Articles
Subjects: Inner Speech (Subvocal),Athletes,Life Satisfaction,Quality of Life,Individual Differences,Predictor Variables,Gender Differences,Self Determination,Young Adults,Foreign Countries

The main purpose of this research is to examine the effect of athletes' self-talk over their life satisfaction. One hundred-sixteen females (age = 24.40 ± 3.65 year) and 200 males (age = 25.28 ± 3.47 year) voluntarily participated in this research. The sample of the research consists of athletes who were in different branches and have different levels of sportiveness degree and history. In this research, information about socio-demographic variables was collected by Personal Information Form which was composed by the researcher. &quot;Self-talk Questionnaire&quot; and &quot;Life Satisfaction Scale&quot; were used to reveal individual differences between the study's variables. In the analysis of the data descriptive statistical methods and in independence examples T-test and Multiple Stepwise Regression Analysis methods were used. In the result of the present research, in addition to obtained conclusion that self-talk levels of athletes are a predictor of life satisfaction, it has been observed that self talk levels of athletes differ from each other regarding gender variable (p &lt; 0.05). Also, it has been observed that the life satisfaction levels of athletes differ in terms of gender variable (p &lt; 0.05). As a result, it has been thought that the relationship between life satisfaction and motivational and cognitive self-talk can be explained by self-determination theory.
Students&apos; Attitudes towards Learning English Vocabulary through Collaborative Group Work versus Individual Work
Author: Lin, Su-Fei
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Cooperative Learning,Independent Study,College Students,Heterogeneous Grouping,Foreign Countries,Attitude Change,Stress Variables,Required Courses,Reading Instruction,Positive Attitudes,Student Motivation,Instructional Effectiveness,Familiarity

This study investigated university students' attitudes towards learning English vocabulary through collaborative group work (GW) versus individual work (IW) while performing vocabulary-focused tasks following reading comprehension. The second year, non-English major, Taiwanese students (N = 44) worked either in mixed ability groups of 3-4 or alone. The same students were exposed to the two treatments: classroom intervention was conducted with alternating sessions (one-week IW, one-week GW) for 12 weeks with accompanying tests of vocabulary learning. Attitude questionnaires (44 students) were administered before the classroom intervention and again after, together with interviews (24 students). Results showed that students increased in favourable attitude to IW more than to GW over the study period, even though their actual vocabulary learning improved more with GW. Nevertheless, by the end they did report GW as less stressful than IW and as providing better support and enabling more efficient work on the tasks, with greater likelihood of correct information being obtained. The findings suggest that enhancing students' vocabulary learning through GW was valuable despite student perceptions of it not being unambiguously favourable, and the use of GW in university English classes needs to be encouraged, albeit with continuity of group membership over time.
Prestige, Status, and Esteem and the Teacher Shortage
Author: Klimek, Scott G.
Date: 2019-00-00
Type: Journal Articles
Subjects: Reputation,Value Judgment,High School Seniors,Undergraduate Students,Teacher Shortage,Student Attitudes,College Entrance Examinations,Scores,Females,Teacher Salaries,Faculty Mobility,Social Status,Social Attitudes,Occupational Aspiration,Urban Schools,Educational Policy,Comparative Education

1,127 U.S. high school senior and college undergraduate perceptions of teaching's prestige, status, and esteem were explored in this study. The population consisted of 302 high school seniors and 825 college undergraduates from the Midwestern region of the United States. The study included 51 statements where participants rated their perceptions of teaching's prestige, status, and esteem on an 8-point Likert scale. The data was factor analyzed, and the results identified that the perceptions of teaching's prestige consisted of financial and image perceptions. A descriptive analysis found that U.S. high school senior and college undergraduate perceptions of teaching's financial component of prestige (M = 9.99, SD = 2.90) and esteem (M = 10.42, SD = 3.05) were more negative in comparison to status (M = 13.38, SD = 2.74). Bivariate correlation, Univariate, and hierarchical linear regression techniques measured the effects that the perceptions of teaching's prestige, status, and esteem had on U.S. high school seniors and college undergraduate teaching considerations. The results indicated that the perceptions of teaching's status may encourage U.S. high school seniors and college undergraduates to consider careers in teaching, but the perceptions of esteem may produce opposite effects. The results demonstrated that the perceptions of teaching's esteem may discourage U.S. high school seniors and college undergraduates scoring in the upper deciles of the ACT (American College Testing) from considering teaching in the United States. The results indicated that the perceptions of esteem may also discourage U.S. urban female high school seniors and college undergraduates from considering the career. Finally, the results demonstrated the perceptions of teaching's esteem and its interaction with the financial perceptions of teaching's prestige may discourage U.S. aspiring teachers from the career. This result raises questions as to the &quot;roots&quot; of the early teacher attrition problem in the United States.
Science Teachers&apos; Instructional Practices in Malaysian and German Secondary Schools
Author: Tay, Ai Jing
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Teachers,Science Instruction,Educational Practices,Foreign Countries,Secondary School Science,Secondary School Teachers,Secondary Schools,Instructional Design

Advancement of science and technology in many areas has made progress on human lives more developed than the ancient time. A strong science education would be able to equip our younger generation with the skills needed to ensure them for securing a better job in future. Thus, this study is to compare the science teachers' instructional practices in Malaysian and German secondary schools. A total of sixteen science teachers were involved where eight of them were from the German secondary schools and another eight of them were from Malaysian secondary schools. This study was done by conducting classroom observations and semi-structure interviews. The data collected were then analyzed qualitatively based on Dancy and Hendersons' framework of instructional practices. In conclusion, Malaysian and German science teachers have similar source of knowledge, definition of students' success, learning modes, type of motivation and problem-solving skills where they show differences in the interactivity of the classroom, instructional decisions, assessment, content and instructional design. There are also ten good instructional practices found in this study which can be adapted in both nations to improve their science education.