EDConference Proceedings 2022最新文献_第2页

The Pandemic, Mental Health & How Educators Can Promote – and Undermine – Academic Integrity 流行病、心理健康和教育工作者如何促进和破坏学术诚信

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.013

Alex Jeikner

{"title":"The Pandemic, Mental Health & How Educators Can Promote – and Undermine – Academic Integrity","authors":"Alex Jeikner","doi":"10.52987/edc.2022.013","DOIUrl":"https://doi.org/10.52987/edc.2022.013","url":null,"abstract":"ABSTRACT This presentation discusses student engagement and academic integrity as well as the responsibility of the educator based on insights gained through personal experience of teaching writing courses at an undergraduate level at Deree – The American College of Greece. The student body at Deree is diverse, consisting of students from Greece and 56 countries and regions, with English being the language of instruction. Research has shown that the demands of attending a foreign university can push students toward breaches of academic integrity. The overall question this presentation addresses is what insights educators gained through virtual classes held March 2020 up to June 2021, and the subsequent return to campus in September 2021. More specifically, the presentation explores the effects of this return on students’ academic performance and integrity as well as the role of the educator in encouraging student morale and morality while respecting mental health challenges. The initial hypothesis of this presentation was that the return to campus would be perceived as a joyous event, inspiring students to engage in their studies with more zest. However, personal observations indicate that the initial excitement and enthusiasm have turned into frustration, even panic, with students often falling behind with their assignments as well as disregarding feedback, course and college policies. On their side, and owing to their own mental and emotional exhaustion, fear of complaints, or compassion for the student, instructors might accept work potentially written by a ghost writer. This presentation stresses the need for educators to pull students toward authentic learning and offers some suggestions as to how to achieve a balance between respecting students and promoting academic performance. KEYWORDS: Foreign university; virtual classes; Covid-19; mental health; academic integrity; contract cheating; ghost writer; the role of the educator","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124346664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Investigation Into the Effects of Mother Tongue on Vietnamese First-year English-majored Students' Writing Skills 母语对越南英语专业一年级学生写作能力影响的调查研究

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.003

Hoang Anh Phong

引用次数: 0

Inclusive Education – A Prescript to Engagement by all Stakeholders 全纳教育-所有持份者参与的准则

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.007

Vicky Magaba

{"title":"Inclusive Education – A Prescript to Engagement by all Stakeholders","authors":"Vicky Magaba","doi":"10.52987/edc.2022.007","DOIUrl":"https://doi.org/10.52987/edc.2022.007","url":null,"abstract":"Abstract Inclusive education forms a crucial part of social cohesion that underpins fairness in any society, which means equal opportunities for all. Many countries have embraced this concept as the general view is that society will undergo a positive paradigm shift if education is all encompassing since education is a microcosm of society. However, the main question that should be addressed is to what extent is education inclusive? Does it cater for diverse student population, for example, the disabled (physically and mentally), students with mild, moderate and serious learning disabilities, different genders, ethnic groups, religious affiliations, classes, etc. A mixed research methodology can determine the core roles of the different stakeholders that underpin fundamental concepts of full inclusivity. Inclusive education can be realised if different stakeholders who are directly affected are taken on board. These would be students as the focal point, as well as teachers, schools, institutions where teachers are trained, curriculum developers and the government. Students’ academic needs as well as their personal growth and development must be the prescript that informs the curriculum, and this must be embedded in all education policies and practices. Students’ engagement and motivation form the bedrock of inclusive education as the support of the other stakeholders culminates in this. Lack of a strong academic background and the student’s home language are some of the strategies used to deny enrolment to certain students. In essence, revising current practices with a view to updating policies and the curriculum to align them with students’ educational needs will increase students’ engagement and will therefore lead to full integration and success. Key words: Inclusive education, education policies, curriculum, learning disabilities, education reform","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128955755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Qualitative Inquiry Concerning Gamification of Language Learning: A Case Study on Thai Undergraduate Hospitality Management Students 语言学习游戏化的质性探究:以泰国酒店管理专业本科生为例

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.002

Veronica Aguilos, Colin Gallagher

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引用次数: 0

Using Mantel-Haenszel, Distractor Response, and Logical Data Analyses in Detecting Differential Item Functioning in a Senior Science High School Entrance Examination 运用Mantel-Haenszel、干扰反应和逻辑数据分析检测中考差异项目功能

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.015

Diana Lou E. Sipalay, J. Pedrajita

{"title":"Using Mantel-Haenszel, Distractor Response, and Logical Data Analyses in Detecting Differential Item Functioning in a Senior Science High School Entrance Examination","authors":"Diana Lou E. Sipalay, J. Pedrajita","doi":"10.52987/edc.2022.015","DOIUrl":"https://doi.org/10.52987/edc.2022.015","url":null,"abstract":"ABSTRACT Diana Lou E. Sipalay University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines desipalay@up.edu.ph Jose Q. Pedrajita University of the Philippines Diliman, College of Education Diliman, Quezon City, NCR, Philippines jqpedrajita@up.edu.ph This study detected Differential Item Functioning (DIF) and its causes (gender-based, curriculum-based and school-based) in a Senior Science High School Entrance Examination using Mantel Haenszel, Distractor Response and Logical Data Analyses employing focus group discussions, semi-structured interviews and questionnaires. The DIF detecting methods revealed the presence of gender, curriculum and school biases across subtests. The causes of DIF were difference in the span of focus and interest, test sophistication, use of jargon, availability of materials in school, activity exposure, curriculum difference and teacher quality. Items with DIF, regardless of the group membership of examinees, with unreasonable difficulty that unfavorably affected the test performance of the students, were recommended for replacement or revision; for students to be assessed properly using tests with reviewed, evaluated and improved items. KEYWORDS: Mantel-Haenszel Procedure, Distractor Response Analysis, Logical Data Analysis, Entrance Examination, Science High School, Senior High School","PeriodicalId":326671,"journal":{"name":"EDConference Proceedings 2022","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130690843","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Gender and Urban/Rural School Differences in Empirically-derived Achievement Profiles 在经验推导的成就概况中检验性别和城乡学校差异

EDConference Proceedings 2022 Pub Date : 2022-04-01 DOI: 10.52987/edc.2022.006

Raymon P. Espaňola

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引用次数: 0