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  • Timothy Jackson. Mordecai Would Not Bow Down: Anti-Semitism, the Holocaust, and Christian Supersessionism

    Goldberg, Sol (Center for Christian-Jewish Learning at Boston College, 2022-03-07)
    No abstract is available.
  • Academic identities of South African black women professors: A multiple case study

    Ncamisile T. Zulu (AOSIS, 2022-05-01)
    Background: Literature on the academic identities of South African black women in higher education institutions predominantly focuses more on students and academics in general and less on professors. Studying the academic identities of black women is important in understanding how their reality in higher education is constructed and professors are particularly important to study as their leadership position can shape the types of opportunities and challenges they and others encounter. Aim: This article aimed to explore the academic identities of five black women professors in two South African universities and what influences them. This study uses empowerment theory to understand the way these five black women academic professors see themselves academically and what informs the way they see themselves academically. Setting: The black women professors were recruited from two South African universities in 2018. Methods: Semi-structured interviews were used to collect data from the five black women professors. Data were analysed using thematic analysis. Results: Collectively, the five participants seemed to show two academic identities: the encouraging scholarship and student learning academic identity and conducting research for (social) transformation academic identity. These identities seemed to arise from both the inspiring and discouraging encounters they had with some of their teachers and lecturers. The article has implications for policy and practice. Conclusion: The significance of the study is that it highlights themes, which can be useful to understand how black women professors talk about their identity and understand how their reality is constructed.
  • Salud mental del talento humano vinculado a la Universidad del Tolima en el marco de la pandemia del COVID-19

    Hernández Molina, Nelly; Ortiz Guiza, Enrique Alirio; Díaz Lozano, Martha Beatriz (2022)
    This article discusses the advances in a study on how the measures adopted by the Colombian State to guarantee the right to education and avoid the propagation of COVID-19 have affected the mental health of human talent at Tolima University. The purpose of this descriptive, observational and transversal study is to contribute to institutional decision-making regarding the educational community’s mental health. Preliminary results show effects on mental health associated with professional burnout syndrome and related to the fear of a possible case of contracting the virus, as well as sudden changes in pedagogical, academic and administrative structures due to the switch to home office and the superposition of work and family life. These findings have different implications for the different genders that contradict findings from pre-pandemic studies.
  • Prostituição e o COVID-19: repercussão na vida das profissionais do sexo

    Benedetti Costa, Cindy Carolina (2022)
    Considered the oldest profession in the world, prostitution is still experiencing great stigmas, prejudices and inequalities. This article aims to discuss its reality, as well as the experiences established in this context, such as: insertion in prostitution, social identity and representation, family, health, relationship with the client, personal aspects about the profession, regulation and violence suffered. The analysis is focused on the mishaps that occurred to female prostitutes during the COVID-19 pandemic. We conducted semi-structured interviews for data collection in Jardim Itatinga, Campinas/São Paulo, Brazil. After the information was categorized to allow a deeper analysis, the discussion about prostitution during the pandemic was expanded with the help of bulletins, news and online documents.
  • Los niños y el impacto de la pandemia del COVID-19

    Rickli Fiuza, Debora; Fornazari Klonavicz, Luciana Rosar (2022)
    This article analyzes the relationship between childhood, gender and violence during the COVID-19 pandemic in Brazilian territory. Taking into account the different childhoods, we propose that not all children experienced the same protection mechanisms as adults did during this period of potential isolation in their family environments. This article is part of a doctoral research developed within the Interdisciplinary Graduate Program in Community Development at the State University of the Midwest (PPGDC-UNICENTRO). It carries out an analysis of the information presented in the media on the problem of violence against children in times of pandemic, as well as of data retrieved from the Guardianship Council of the municipality of Guarapuava, State of Paraná, Brazil, and seeks to observe whether the confinement context produced an increase in aggression statistics. It is concluded that, although this issue was made invisible by the media, the social isolation of children increased the risk of violence.
  • The role of religion and spirituality in transforming society

    Beyers, Jaco (University of the Free State, Faculty of Theology, 2022-06-10)
    The role religions play in social transformation is
 ambiguous. Many wars have been fought, with religion
 as instigator and motivator. Even so, religions have, over
 centuries, constantly called out against violence and
 oppression and motivated the search for peace. Some
 religious leaders famously fought against apartheid, while
 others expressed support and legitimated apartheid. The
 question beckons as to why religion should be burdened
 with the task of transforming society. Is religion best
 equipped for this task? Is there no other social institution
 capable of performing this task? This study presents three
 potential motivations why religion should participate in
 social transformation, namely religion is best equipped to
 bring about social transformation; religion is least equipped
 to bring about social transformation, and spirituality as an
 alternative to religion as transformation catalyst. This study
 wants to understand what transformation is and what role
 religion can play in contributing to social transformation. To achieve this, a clear understanding of the difference
 between religion and spirituality is necessary. This study
 uses the method of critical analysis of available literature
 on the topic.
  • Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision - but only during training!

    Monika Martin; Meg Farrell; Tina Seidel; Werner Rieß; Karen D. Könings; Jeroen J. G. van Merriënboer; Alexander Renkl (SpringerOpen, 2022-05-01)
    Abstract When analyzing classroom video, pre-service teachers can improve their professional vision, that is, their ability to notice important events in a classroom and to interpret them based on theoretical knowledge. However, learning with video is especially challenging for novice learners. Thus, video needs to be embedded into an instructional context to be effective. In an experimental study with 89 pre-service biology teachers, we investigated the effect of a short professional vision training and whether two design principles from multimedia learning research—namely segmenting and self-explanation prompts—could additionally increase training effects. In a one-hour training session on small-group tutoring strategies, participants watched practice video examples either as a whole or segmented. After each video or video segment, respectively, they received either open or focused self-explanation prompts to analyze the scene. We assessed participants’ professional vision skills before and after training. Overall, participants’ performance substantially increased from pretest to posttest. Moreover, during training, both segmented video examples and focused self-explanation prompts led to increased noticing of relevant strategies. This advantage during training, however, did not result in higher professional vision improvement in posttest scores compared to participants who worked in the less supported training phase conditions. We discuss possible explanations why additional support increased training performance but not learning gains and suggest an additional fading phase as a means to achieve persistent effects.
  • Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners’ paragraph writing

    Farzaneh Khodabandeh (SpringerOpen, 2022-06-01)
    Abstract During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond.
  • Toward just and equitable micro-credentials: an Australian perspective

    Renee Desmarchelier; Lisa J. Cary (SpringerOpen, 2022-06-01)
    Abstract The current historic COVID-19 Pandemic moment has thrown into sharp relief the need for flexible and rigorous higher education that meets upskilling and reskilling needs of global workforces. Discussions of micro-credentialing predate the Pandemic but have received increased focus as potentially assisting in addressing perceived skills gaps. However, not all commentators have been complimentary about the possibilities inherent in micro-credentialing. In this paper we discuss Ralston (Postdigital Science and Education 3:83–101, 2021) criticism of the “microcredentialing craze” as provocation to consider how equitable, thoughtful and just educative aims may be met. We address Ralston’s argument that micro-credentials present an educative “moral hazard” by arguing that micro-credentialing will allow universities to respond quickly to changing worker educational needs rather than only offering full degrees that may not be economically viable or personally desirable for individuals. Rather, we suggest, the potential of micro-credentials lies in their pathways and potential to enhance lifelong learning and suggest that micro-credentials do not stand outside of the pedagogical ethical imperative that learning experiences should be positive and inclusive.
  • Why do open and distance education students drop out? Views from various stakeholders

    Ayşe Bağrıacık Yılmaz; Serçin Karataş (SpringerOpen, 2022-06-01)
    Abstract While the demand for open and distance education is increasing, it also faces high dropout rates. The reasons and solutions for student dropouts need considerable attention. This study aims to uncover the reasons for student dropouts considering the perspective of students, field experts, instructors, administrators, and support staff. Data from semi-structured interviews with 40 participants revealed that students decide to drop out mainly due to four main reasons: internal reasons, external reasons, student characteristics, and student skills. These reasons include 37 sub-factors such as academic integration, social integration, financial status, personality, and self-regulation. The sub-factors and selected quotations from the interviews are presented in the findings. According to the results, administrators, field experts, instructors, and support staff are not aware of all the dropout reasons. The results of this research are believed to guide researchers, practitioners, and administrators in enhancing the quality of open and distance education.
  • ePortfolio to promote networked learning: an experience in the Latin American context

    Miguel Roco; Elena Barberà (SpringerOpen, 2022-05-01)
    Abstract This research shows and analyses a pedagogical experience with ePortfolio into the bridge context between higher education and profession in Latin America, particularly Architectural Design Studio (ADS). The objective was to reveal the impacts of ePortfolio use as a tool of Information and Communication Technologies (ICT) on the training process to enhance Networked Learning Principles (NLP) into the particular architectural pedagogy. The research had a descriptive methodology with a qualitative approach through a perception survey applied to a sample of students from eight cohorts of the same training cycle (second year) in a ADS across years 2015–2018. The study kept its design and implementation fidelity stable during this time, allowing data from eight instances. The results allow observing relationships between the training process dimensions and the NLP, with indicators to improve this relationship, throughout to observe transformations linked to the ePortfolio conception, implementation and projection. The conclusions are related to the ePortfolio capacity to close strategic gaps in the training learning process to design, organise and provide feedback to improve the NLP, creating training strategies that promote students’ autonomous learning, connections, identities, needs, aspirations and professional objectives.
  • Impact of Perceived Learning Support and Student Engagement on Remedial Student Science Success in the University Placement Examination during COVID-19 Pandemic

    Emmanuel Nkemakolam Okwuduba; Hutkemri Zulnaidi; Rose Amnah Abd Rauf; Kingsley Chinaza Nwosu (Hindawi Limited, 2022-01-01)
    This study aims to examine the relationship between learning support, student engagement, and science achievement of remedial students in the university placement examination during the COVID-19 pandemic. This preliminary quantitative research adopted a correlational design. The participants of this study were 216 students who received their remedial education through an online method in Nigerian settings. Two instruments were used for data collection: student engagement scale and learning support scale. The data were analyzed using correlation and hierarchical regression analyses. The results revealed that learning support aspects, including teacher, peer, and parent support, and student engagement dimensions, such as emotional, behavioural, cognitive, and agentic, were positive predictors of students’ science success. This study has implications for preservice and in-service teacher education, especially educating the teachers on how to actively collaborate with parents in inspiring their children to be engaged and successful scholars. Insightful suggestions were made.
  • Impact of Flipped Classroom Approach on Students’ Learning in Post-Pandemic: A Survey Research on Public Sector Schools

    Muhammad Mujtaba Asad; Roha Athar Ali; Prathamesh Churi; Antonio-José Moreno-Guerrero (Hindawi Limited, 2022-01-01)
    This research focuses on the increasing dependency on flipped classrooms with the merger of distance teaching and learning instead of face-to-face classrooms during the pandemic, which impacted student’s performance and learning post-pandemic. The primary purpose of this research study was to identify support, motivation, participation, collaboration, assessment, and feedback gained through the use of flipped classrooms with the merger of distance teaching instead of a physical classroom in the pandemic situations and the challenges faced by teachers in using flipped classroom. The main intention is to analyze flipped classroom effectiveness as an emerging concept in a pandemic situation. In this research, a methodology is recommended step by step below in the methodology section—a quantitative research method used to collect accurate and reliable results. A survey research method was used in this study. The populations of 90–73 respondents among higher secondary grade students of the public school in Sukkur were selected for data collection. For managing the data, SPSS statistics software was used. In inferential statistics, an independent-samples t-test was used for the analysis of data. The results were analyzed based on gender mean score. The significant findings from this study suggested that the flipped classroom is a practical learning approach that enhances student engagement, performance, and learning in the class. It is summed up that a large number of students favoured the flipped classroom approach over traditional pedagogy. This study will help to further integrate this approach into higher levels of institutions by keeping in mind its effectiveness and hindrances in Pakistan.
  • Challenges of Learning Postgraduate Class with No Prior Work Experience: A Phenomenological Study

    Ermiyas Tsehay Birhanu; Yalalem Assefa; Shouket Ahmad Tilwani (Hindawi Limited, 2022-01-01)
    The main purpose of this research was to explore the lived experience of students who learn postgraduate classes without having prior work experience. To achieve the intended objective, the team of researchers used a qualitative research approach. The phenomenological research design was used to have the real lived experience of novice scholarship students. Data were collected through in-depth interviews, focus group discussion, and unstructured participant observation. The participants were ten postgraduate students who enrolled in the College of Education and Behavioural Sciences at Bahir Dar University. Data analysis was guided by Smith’s Interpretative Phenomenological Analysis, and we construct themes based on data we obtain from participants. The study revealed that postgraduate students with no prior work experience have both good and bad experiences. The good experiences were related to the opportunity they have to learn at a young age, and the bad experiences were the challenges they faced as a result of being novices in the work environment. They faced psychological challenges, economic challenges, language-related challenges, lack of information about the world of work, sexual harassment, and other challenges. At the end of the research, we infer implications based on the findings of the research.
  • Some Examples of Materialist Dialectics in the Concept of Higher Mathematics

    Zhou Xiaohui; Zhao Xuanze; Wang Gang; Huang Cui (Hindawi Limited, 2022-01-01)
    Some examples of dialectics philosophy in higher mathematics are illustrated in this paper. Firstly, the principle of interconversion between quality and quantity in dialectics philosophy is quantified by the mathematical definition of the limit theory. Secondly, some natural and social phenomena imply the definition of continuous function in incremental form and it is a new explanation for the Zeno paradox. Finally, the dialectics relationship between the local change and the whole change of some variables is discussed in the differential median theorems.
  • High School Education in a Variety of Regional Autonomy: Paradigm and Challenges

    Ristapawa Indra; Mahyudin Ritonga; Martin Kustati; Rini Rini; null Zulmuqim; null Rahmat Iswanto; Asma Gheisari (Hindawi Limited, 2022-01-01)
    This study combines heuristic and phenomenological approaches to analyze past phenomena regarding issues related to the implementation of school autonomy. A naturalistic approach regarding contemporary logical phenomena is used to see the practice of school autonomy after being returned to the provincial government. The main data sources of this study were school principals, teachers, school committee administrators, education leaders, and experts who were selected at random. The results of the study revealed that, in the early phase of regional autonomy, schools had flexible authority in managing the contribution of the provincial government; quality control through the results of the National Examination became the main requirement in determining graduation and became a source of pride for district/city governments. District/city governments compete fiercely in achieving the highest ranking through the implementation of the National Examination. This causes cheating to often become a debated issue among education observers and the public regarding the implementation of the National Examination. The research findings show that, since 2017, the issue of cheating on the National Examination is no longer a frightening specter because student graduation is no longer only determined by the National Examination.
  • Inept and Indifferent? Self-Understanding of Early Career Teachers of Government Schools in the Indian State of Odisha

    Biswajit Apat; Pranaya Swain (Hindawi Limited, 2022-01-01)
    The Indian education system has remarkably improved in some respects in the last two decades. With the rapid expansion of educational facilities and increased enrolment of children in schools, the issue of access and participation has been addressed to a large extent. The problem of quality, however, still persists. Even after spending several years in school, many children are not acquiring basic literacy and numeracy. Reports indicate that children of the poor learn the least, and unsurprisingly, most of them study in government-run schools. While there are many factors of learning crisis, teachers are often held responsible for the deteriorating condition of government schools. A discourse of teacher criticism has emerged which portrays teachers as poorly trained, frequently absent, work-shy, hard-to-please, inefficient, ineffective, and occasionally corrupt. How does this discourse impact teachers’ self-understanding? This study analyses narrative data collected from seventeen early career teachers to understand their professional self-understanding. With the help of in-depth interviews and focus group discussions, the study concludes that the popular perceptions of being work-shy, inept, and incompetent are contested by the teachers. On the contrary, there is some evidence to suggest that negotiating a positive professional identity has become a struggle for the participating teachers in the quest for becoming better teachers. While they tend to assert their effectiveness and commitment, they also experience helplessness, vulnerability, and humiliation. This research is expected to pave ways for further explorations of whether the discourse of teacher criticism negatively impacts experienced teachers as well and how teachers’ struggle for positive professional identity influences children’s learning outcomes.
  • The Impact of Emotional Intelligence on Cognitive Strategy Uses of Saudi English Foreign Language Students’ Vocabulary Knowledge

    Shouket Ahmad Tilwani; Muhammad Asif; Zahida Hussain; Indrajit Patra; Leeda Sarabani (Hindawi Limited, 2022-01-01)
    It is becoming increasingly difficult to ignore the connection between emotional intelligence, strategy use, and vocabulary knowledge. However, very little attention has been paid to this subject, to the best of researchers’ knowledge. To this end, intermediate students were considered through the Cambridge English: Key English Test (KET). After taking the test, 50 male students with a mean age of 16 whose grades equaled (between 45 and 69) were chosen for this research sample. Adopting a correlational design, the researchers gathered three types of scores: an emotional intelligence questionnaire, cognitive strategy use questionnaire, and a vocabulary knowledge test. The data were checked for linearity of the relationship and normality of the distribution. Finally, Pearson product-moment correlation was conducted to identify any possible correlation between the variables. The results showed a significant relationship between emotional intelligence and cognitive strategy use. The data analysis also indicated a relationship between emotional intelligence and vocabulary knowledge. Moreover, the data analysis showed that in comparison with cognitive strategy use, vocabulary knowledge has a higher correlation with emotional intelligence. The findings have some pedagogical implications for instructors of proficiency courses, writing textbook developers, EFL learners, and language teachers who can benefit from this research results.
  • Culture and Language Are Inextricably Linked: Surveying the Effectiveness of Culture-Based Instructional Materials on Enhancing Reading Comprehension (RC), Inclination to Reading, and Reading Attitude (RA) among EFL Learners

    Le Thi Ngoc Diep; Anna Gustina Zainal; Muhammed Salim Keezhatta; Farida Imamutdinovna Gabidullina; Isyaku Hassan; Tahereh Heydarnejad (Hindawi Limited, 2022-01-01)
    Students who learn about different cultures during their education feel more comfortable and safer with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves and in their interactions with others. Thus, language and culture are not separated. Considering this important point, the present research inspected the impacts of having English CBK on improving the EFLL learners’ RC and motivation. In addition, the EFLL learners’ attitudes towards incorporating English cultural-based materials (CBMs) into their English coursebook were examined. This was accomplished by randomly dividing 50 pre-intermediate students from a private English language institution into two groups: an experimental group (EG) and a control group (CG). Next, the motivation questionnaire developed by Hayami and colleagues (1989) was delivered to the individuals in both groups of participants. Following that, all participants received a pretest of RC, and then, the intervention was performed. The EG was instructed through using the English CBMs, while the CG received the instruction using culture-free materials. The entire treatment took 11 sessions. In the last three sessions, the reading posttest, the motivation, and the attitude questionnaires were administered to assess the influences of the treatment on the RC and motivation of the EFL learners (EFLLs). The results of the statistical analyses indicated that the EG had better performances than the CG on the posttests of RC and reading motivation (RM). Also, the results divulged that the EFL students manifested positive attitudes towards integrating English CBMs into their English coursebook. Considering the findings of this study, some implications are proposed at the end of this study.

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