Educational Texts Research Articles

Think tanks, redes de gobernanza y política educativa en Uruguay

This paper aims to account for the formation of governance networks with strong power to influence Uruguayan educational policies, constituted by a diversity of actors with a common interest in disputing the traditional hegemony of public education in the country.
 The starting point is a conceptual framework influenced by the post-foundationalist perspective in the social sciences, which is particularly interested in the constitution of political networks and governance networks in the framework of the promotion and definition of educational policies.
 A methodological strategy based on a network ethnography perspective (Howard, 2002) is proposed, based on the analysis of institutional documents, educational policy texts, various websites and press releases.
 The paper aims to show the incidence of two local think tanks (CERES and Eduy21) in the production of meanings and proposals that dispute the public meaning of education in Uruguay.
 The text is part of a broader research entitled "Disputes around the public nature of education in Uruguay" (Martinis, 2022), based in the Grupo de Estudios en Políticas y Prácticas Educativas of the Facultad de Humanidades y Ciencias de la Educación of the Universidad de la República de Uruguay.

An Emotion-evoking Text in Cross-Сultural Aspect: Attitude and Evalution

The success of reading, including reading as a part of foreign language acquisition, depends on numerous factors, such as motivation, academic emotions, engagement in reading, etc. Although the necessity to take into consideration a reader has been pointed out on many occasions, the culture-specific paradigms of emotional situations and their role in learning have hardly been discussed. The current study is aimed at exploring an emotional response to a humorous Russian-language text by representatives of two cultures; its primary target is to identify similarities and differences in the reactions of Russian and Chinese readers to a short story and the behavior of its characters. The survey was offered to Russian and Chinese university students, who had to evaluate themselves as emotional or reserved readers; to express their attitudes towards using emotion-evoking texts in the classroom and to evaluate a story from this perspective; as well as to use a list of emotional responses to choose the options describing how they felt about the story. The respondents also added to the list to specify their feelings and provided some comments. The experiment showed that emotion-evoking texts generate interest, creating a high learning motivation, which goes in favor of selecting educational texts that not only present a target language, but also truly engage learners. The survey results revealed the similarities and differences in selfidentification through the lens of emotions and in the affective comprehension of a funny story, caused, among other things, by the nationally specific value systems of the respondents. Different proportions of particular emotions and different responses to the same situation in the Russian and the Chinese samples indicate the important role of cultural traditions and ethnically specific mentality. The characteristics of speech and verbalized thought observed at the emotional level of students of different cultural backgrounds should be taken into account by teachers of foreign languages.

Derivational Suffixes in Reading Texts of Higher Educational English Textbook

This research aims to analyze the types of derivational suffixes used in reading texts of the higher educational English textbook. This research employed qualitative research, specifically content analysis, as the research design. The data involved derivational suffixes found in 15 reading texts of the higher educational English textbook English for Islamic Studies, used by the al-Qur’an and Tafsir Sciences study program students at IAIN Palangka Raya. The data collected were analyzed systematically. This research indicated four types of derivational suffixes in the reading texts of the higher educational English textbook: nominal, adjectival, adverbial, and verbal. Nominal suffixes were the most frequently used derivational suffixes in the reading texts of the higher educational English textbook. The research findings implied that the types of derivational suffixes frequently occurring in higher educational English textbook reading texts should be emphasized more in teaching reading comprehension.

Examining the Effects of a Real-Time, Knowledge-Aware Tool for Academic Writing Assessment

The computer-supported writing assessment (CSWA) has been widely used to reduce instructor workload and provide real-time feedback. Interpretability of CSWA draws extensive attention because it can benefit the validity, transparency, and knowledge-aware feedback of academic writing assessments. This study proposes a novel assessment tool, EduNERScore, which enables raters to identify different types of domain knowledge from unstructured educational texts and strengthen the interpretation of assessment through knowledge-aware evidence. This research uses an educational experiment to examine raters’ validity, efficiency, interpretability and user perception with and without the support of EduNERScore. The findings show that the experimental group with the support of EduNERScore achieves human-expert validity, high efficiency, interpretability and good use perception, compared with the control group. Finally, based on the empirical results, this research discusses the technological and educational implications for developing and applying the interpretable CSWA system in education.

La interrupción desde el eje diacrónico: análisis de dos debates legislativos sobre educación (el Decreto de Romanones de 1902 y la Ley Celaá de 2020)

Abstract The objective of this paper is to determine the existing differences in the number and typology of conversational interruptions that have been found in two legislative debates from 1902 and 2020. To this end, a theoretical proposal will be used which assumes that the type of interruption is linked to the sociocultural context of the time (reflected, for example, in the historical press) and that the intent of the interruption is inseparable from that context. Under this theoretical perspective, two parliamentary debates are analysed which discuss the Decreto de Romanones (1902) and the Ley Celaá (2020), two educational legislative texts. Our findings show that there are more cases of interruptions in the 1902 debate than in the 2020 debate. However, the interruptions tend to be less disruptive and are usually addressed by the interlocutor (compared to the 2020 texts). Therefore, we understand that there is a greater “dialoguing” character in the 1902 debates, because “the other” is listened to.

A Personalized Course Resource Recommendation Method Based on Deep Learning in an Online Multi-Modal Multimedia Education Cloud Platform

Aiming at the problem that unstructured text in online multi-modal multimedia education is easy to cause error propagation, this paper proposes a personalized course resource recommendation method using deep learning in online multi-modal multimedia education cloud platform. First, the word vector of the text is obtained from the course data set by using the BERT pre-training model, and its semantic information in different contexts is analyzed. Then, the more complex representation of each word is extracted through the long short-term memory network (LSTM), in which the multi-head attention layer adds different weights to different word vector to better capture the key information in the sentence. Finally, the CRF layer is used to identify sentence entities, and the Sigmoid layer is used to extract relations, thus completing personalized course resource recommendation, which is significantly improved compared with other models. Experimental analysis shows that the algorithm is effective in personalized course resource recommendation.

The study of the influence of perception of different information sources on the mnemic processes of students

In the modern world, the role of information and digital technologies on our lives is so great that it is difficult to deny their influence on the psychological characteristics of people. The problem of the influence of various information sources used by modern people (from classical printed sources to smartphones) on their cognitive functions, including memory processes, seems very relevant. Mnemic processes help us navigate information flows, quickly find the material we need to make a rational decision. This article attempts to study the influence of the type of information source on the quantitative characteristics of mnemic processes. A brief analysis of scientific research on the problem under consideration (Sparrow B., Leu D.J., Dutko N.P., Davydovsky A.G., Pishchova A.V., etc.) showed that there are certain correlations between mnemic processes and modern digital information technologies. In an experimental study conducted by us and described in this article, we studied the quality of memorization and reproduction of scientific and artistic text, works of fine art, provided they are perceived from printed and digital sources (smartphone). It is shown that the perception of information from a smartphone affects to a greater extent the quality of memorization of scientific and educational text.

Digital Folklore Text Teaching Materials Loaded with Educative Values for SMP/MTs Students

Folklore is oral literature conveyed by a person or group of people in a society. Folklore learning contains noble values that contain educational values that can be used as the development of character education. Character education can be done by selecting appropriate learning materials. In order for teaching materials to be as expected, it is necessary to develop teaching materials. Teaching materials developed must make it easier for students to learn the material and keep abreast of technological developments that will help students understand the material presented. This study aims to obtain digital folklore text teaching materials with educative values for SMP/MTs students. The folklore texts in this teaching material are taken from the people of Indramayu Regency. The research method used is research and development with the ADDIE development model (Analysis, Design, Development, Implementation and Evaluation). The sample in this study consisted of two categories, namely students from Indonesia and students from Malaysia. The stages in this research are (1) collection and analysis of folklore structures, (2) design and development of digital teaching materials, (3) expert validation, (4) implementation of digital teaching materials in learning. The results of this study showed that Indonesian students obtained a score of 83% and Malaysian students obtained a score of 82%. This proves that digital teaching materials for SMP/MTs students are considered very feasible for use in learning. The results of the feasibility assessment from material experts scored 84%, linguists and literature experts scored 80%, and media experts scored 62%. Overall, this teaching material is appropriate for use in learning for SMP/MTs students.

The gendered construction of teachers’ identities and practices: feminist critical discourse analysis of policy texts in Ireland

ABSTRACT While gender and education studies abound, there are fewer studies examining how the gendered construction of teachers’ identities and practices are enabled, and constrained, in policy and research. Here, I conduct a Feminist Critical Discourse Analysis of this gendered construction in four policy texts in teacher education in Ireland, set within a neoliberal imaginary playing-out across OECD countries, and in mainstream research of teacher effectiveness. The analysis uses a metaphor of confinement to trouble the problem, and to generate wider representations and emancipatory possibilities. The findings reveal how this reform ensemble in Ireland acts more often than not in sync with a global education reform movement in gender-blind ways to constrain, if not actively confine (mostly women) teachers’ voices and agency, often in assumed, theory-weak and patriarchal ways. The study foregrounds the gendered politics of teacher education within a pressing need for egalitarian rather than conservative gender discourses.

The Effect of Family-Centered Intervention via SMS on Life Expectancy and Self-Efficacy in Medication Regimen Compliance in Patients With Acute MI: A Randomized Clinical Trial.

Myocardial infarction (MI) is a life-threatening condition affecting an individual's physical and social circumstances. Life expectancy and self-efficacy are required to determine the risk of cardiac complications associated with this disease. This study examined the effect of family-centered intervention via short message service (SMS) on patients with acute MI's life expectancy and self-efficacy in medication regimens. This study was a randomized, single-blind clinical trial. In 2018, 80 patients hospitalized with acute MI at educational centers affiliated with Shahrekord University were randomly assigned to the control and experimental groups. Routine intervention was performed in the control group. The experimental group was sent four educational text messages weekly for three months. Both groups' life expectancy and belief in their ability to adhere to their prescribed medication regimen were evaluated before and after the intervention. The data were analyzed using descriptive statistics, independent t, paired t, and chi-square tests via SPSS software. The results showed that the mean difference score of total life expectancy change was significantly different between the experimental (12.23± 10.48) and the control group (0.06±7.16) (P < 0.001). The mean difference score of self-efficacy in the experimental group (21.94±12.76) was significantly higher than that in the control group (4.66±9.49) (P<0.001). In patients with acute MI, using a text message intervention improved life expectancy and self-efficacy regarding medication regimens. Therefore, this intervention can be used as a low-cost and readily accessible tool to improve these patients' self-efficacy and life expectancy.

The spatial contiguity principle in mathematics textbooks

ABSTRACT In this paper, we explore how diagram placement in mathematics textbooks influences (i) students' and teachers' perceptions of exposition quality and (ii) students' reading behaviour as indexed by their eye movements. Our findings contribute to research on the spatial contiguity principle, which recommends that related educational pictures and text should be displayed close together. In our first study, we used a comparative judgement technique to ask three groups of textbook users to compare real-world textbook expositions. Participants tended to perceive expositions as higher in quality if diagrams were placed in the main text rather than the margins. In a second study, we used eye tracking to explore whether students read expositions differently when diagrams were placed differently. Participants attended less to diagrams in the margins than to those in the main text. The findings of both studies suggest that authors should attend to the spatial contiguity principle when designing mathematics textbooks.

Развитие критического мышления студентов в процессе обучения пониманию методологических текстов

Critical thinking can be developed as part of reading comprehension. This study involved 57 university students from the Pacific National University. They worked with methodological texts to determine the topic, write a secondary text, create a cinquain, formulate hypotheses, and project the new material onto their own academic experience. The article introduces a new subjective approach to teaching text comprehension to university students. The approach is based on psychological foundations and the interaction between teaching staff and students. It develops the ability to generate new meaning and relations, as well as to classify various phenomena. The article also reveals the ways of understanding a text as a sign complex and offers some new diagnostic methods that treat text comprehension both as a process and a result. The authors also identified empirical indicators to control the dynamics of comprehension development. The experiment showed positive dynamics in the critical thinking skills of students who practiced reading comprehension based on methodological texts.

Improving mathematics assessment readability: Do large language models help?

AbstractBackgroundReadability metrics provide us with an objective and efficient way to assess the quality of educational texts. We can use the readability measures for finding assessment items that are difficult to read for a given grade level. Hard‐to‐read math word problems can put some students at a disadvantage if they are behind in their literacy learning. Despite their math abilities, these students can perform poorly on difficult‐to‐read word problems because of their poor reading skills. Less readable math tests can create equity issues for students who are relatively new to the language of assessment. Less readable test items can also affect the assessment's construct validity by partially measuring reading comprehension.ObjectivesThis study shows how large language models help us improve the readability of math assessment items.MethodsWe analysed 250 test items from grades 3 to 5 of EngageNY, an open‐source curriculum. We used the GPT‐3 AI system to simplify the text of these math word problems. We used text prompts and the few‐shot learning method for the simplification task.Results and ConclusionsOn average, GPT‐3 AI produced output passages that showed improvements in readability metrics, but the outputs had a large amount of noise and were often unrelated to the input. We used thresholds over text similarity metrics and changes in readability measures to filter out the noise. We found meaningful simplifications that can be given to item authors as suggestions for improvement.TakeawaysGPT‐3 AI is capable of simplifying hard‐to‐read math word problems. The model generates noisy simplifications using text prompts or few‐shot learning methods. The noise can be filtered using text similarity and readability measures. The meaningful simplifications AI produces are sound but not ready to be used as a direct replacement for the original items. To improve test quality, simplifications can be suggested to item authors at the time of digital question authoring.

Designing an e-learning curriculum for spelling on the basis of cognitive approach

The advances in information technology have brought dramatic changes to the means and methods of learning, making it possible to learn everywhere and every time. In line with educational transformations, e-Learning has gained additional significance. Educational CDs and multimediasoftware have triggered substantial changes in education (Zandi, 2009). Given the importance of language skillsin every academic level, especially the primary level, the proper instructions of these skills should be a concern to educational authorities. Writing, as it plays a crucial role to sustain language, is of significance importance and should be heeded (Birjandi, 2002). While the direct instruction of spelling on the basis of psychologicalprinciples is highly recommended in today’s educational systems, spelling is still assumed to be an assessment instrumentrather than an educational one in Iran’s curriculum. Investigating the educational texts and reliable websites, the present study aims to plan an e-learning curriculum for spelling based on cognitive approach. Key Keywords: Curriculum, E-learning, Cognitive Approach, Spelling.

Dayah Entrepreneur dan Budaya Akademis Santri: Pendidikan Islam dan Pembelajaran Bahasa Arab di Dayah Darussalam SMK ASD Bireuen, Aceh

Dayah is a progressive educational institution in Aceh that constantly to adapt and adjust to developments in education. Lately, the development of dayah education is entrepreneurship with its peculiarities and characteristics. This research aims to determine the model of Islamic education and Arabic Language learning in Dayah Entrepreneur Darussalam SMK ASD. This research is a qualitative approach with the case study method. Data collection process using interviews, observation and documentation. The research subject is the dayah leader, vice headmaster of curriculum, Arabic teacher and students. Analysis of the research data using data analysis techniques Miles and Huberman with data collection, data reduction, data presentation and drawing conclusions. The results of the reseacrh show that the application of Islamic education in Dayah Entrepreneur Darussalam uses an integrative curriculum. The collaboration and integration between the Vocational High School curriculum into the Islamic boarding school education curriculum. The curriculum integration model used is the across several disciplinary integration model. Learning Arabic at Dayah Entrepreneur Darussalam SMK ASD uses a boarding school educational model with the characteristics of a conservative boarding school. The Arabic material presented is integrated into the teaching of the kitab kuning text. The problems of learning Arabic at Dayah Entrepreneur Darussalam ASD Vocational School, lack of native speakers teaching Arabic, lack of focus in daily Arabic conversation (muhadatsah) and students unable to read the kitab kuning in learning Arabic. The solution is published a concise edition of the Matan Taqrib kitab for the convenience of students to understand Fiqh as well as Arabic. Launched Arabic and English week with rewards and punishments and inviting teachers from Middle East alumni as substitutes for native Arabic speakers.

The Politics of the Page

This essay argues that attending to the bibliographic codes of early and multiple versions can enhance our understandings of the material forms of texts in the ways that George Bornstein modeled in Material Modernism. Focusing on modernist women’s complex engagements with print cultures, the essay analyzes pages from Willa Cather’s novel The Professor’s House, Zora Neale Hurston’s short story “Sweat”, Gwendolyn Brooks’s sonnet “the progress”, and Una Marson’s poem “Little Brown Girl”. These texts are most widely available in editions that place their richest print contexts “under erasure”. This essay argues that these kinds of material analyses can be used to center the work of Black women modernists as these approaches can enrich the research and teaching of less canonical texts without as many versions.

Participants' and Health Care Providers' Insights Regarding a Web-Based and Mobile-Delivered Healthy Eating Program for Disadvantaged People With Type 2 Diabetes: Descriptive Qualitative Study.

Healthy eating is a key element of type 2 diabetes (T2D) self-management. Digital interventions offer new avenues to reach broad audiences to promote healthy eating behaviors. However, acceptance of these interventions by socioeconomically disadvantaged people (eg, those with lower levels of education and income or from ethnic minority groups) has not yet been fully evaluated. This study aimed to investigate the acceptability and usability of EatSmart, a 12-week web-based and mobile-delivered healthy eating behavior change support program, from the perspective of intervention participants living with T2D and health care providers (HCPs) involved in diabetes care. This study used a qualitative descriptive design. Overall, 60 disadvantaged adults with T2D, as determined by receipt of either a HealthCare Card or a pension or benefit as the main source of income, were recruited. Data from participants regarding their experiences with and perceptions of the program and longer-term maintenance of any behavior or attitudinal changes were collected through a web-based self-report survey with open-ended questions administered 12 weeks after baseline (54/60, 90%) and semistructured telephone interviews administered 36 weeks after baseline (16/60, 27%). Supplementary semistructured interviews with 6 HCPs involved in diabetes care (endocrinologists, accredited practicing dietitians, and diabetes nurse educators) were also conducted 36 weeks after baseline. These interviews aimed to understand HCPs' views on successful and unsuccessful elements of EatSmart as a technology-delivered intervention; any concerns or barriers regarding the use of these types of interventions; and feedback from their interactions with patients on the intervention's content, impact, or observed benefits. All data from the surveys and interviews were pooled and thematically analyzed. In total, 5 key themes emerged from the data: program impact on food-related behaviors and routines, satisfaction with the program, reasons for low engagement and suggestions for future programs, benefits and challenges of digital interventions, and cultural considerations. Results showed that EatSmart was acceptable to participants and contributed positively to improving food-related behaviors. Most participants (27/43, 63%) mentioned that they enjoyed their experience with EatSmart and expressed high satisfaction with its content and delivery. The educational and motivational content was considered the most useful part of the program. Benefits discussed by intervention participants included gaining health knowledge and skills, positive changes in their food purchasing and cooking, and eating greater quantities and varieties of fruits and vegetables. HCPs also described the intervention as beneficial and persuasive for the target audience and had specific suggestions for future tailoring of such programs. The findings suggested that this digitally delivered intervention with supportive educational modules and SMS text messages was generally appealing for both participants and HCPs. This intervention medium shows promise and could feasibly be rolled out on a broader scale to augment usual diabetes care. RR2-10.2196/19488.

Religious Necropolitical Propaganda in Educational Materials for Children

Even though Turkey’s ruling party’s (Justice and Development Party, the AKP) nation-building and desired citizen creation policies have been studied, its use of necropolitical narratives and propaganda in education has not been investigated. This paper addresses this gap by examining how the Turkish state ruled by the AKP has propagated its religious necropolitical narrative through the national curriculum and Directorate of Religious Affairs (Diyanet) in school textbooks, and magazines and comic books for children. The paper shows that these texts and comics try to indoctrinate children into a religious cult of martyrdom in different ways by encouraging them to view tragic death and getting killed for the nation as a positive event. This paper argues that these propaganda efforts are part of a religious necropolitical indoctrination campaign that seeks to create a new Islamist and jihadist generation of lifelong supporters of the AKP, which portrays itself in the educational texts as the embodiment of Islam, the Muslim Turkish nation and even the global Muslim community (ummah). This new religious generation is expected to believe that dying for the Islamist populist authoritarian regime is the greatest honour a person can bring upon themselves. This paper contributes to the necropolitics literature by showing that not only adults but also children have been targeted by authoritarian rulers’ necropolitical propaganda attempts to create desired citizens who are ready to die for the regime, believing this is a religious obligation. Further research is needed to assess if and to what extent this propaganda has an impact on children.

Designing Supplementary Materials Entitled “Learning Recount Texts through Local Photograph” For Reading Recount Text

The purpose of this study was to create supplementary material to assist teachers in teaching recount text to tenth-grade students. This study used development research with the ADDIE instructional model. Due to time constraints, only three stages were carried out: analysis, design, and development. According to the findings of the needs analysis phase, teachers had difficulty finding appropriate supplementary material about recount text. The design phase focused on how the researcher designed the product's draft by focusing on six factors: learning objectives, topic, language skill, text genre, grammar, and task. During the development phase, the researcher used Microsoft Word and Adobe Photoshop software to develop materials. Microsoft Word was used to create the content, and Adobe Photoshop was used to create the illustration. Internal validation was also performed in this study to determine whether or not the supplementary materials met the standard. The researcher received a percentage score of 95.8 percent for the content of supplementary material (very good criteria), while the illustration received a score of 100 percent (very good criteria). This implied that the materials were appropriate and capable of supporting recount text teaching and learning.

РОЗВИТОК ПЕРЕКЛАДАЦЬКОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ СПЕЦІАЛЬНОСТІ «ПЕРКЛАДАЦЬКА СПРАВА»

Shows how it is possible to develop thetransla-tion activity of students of the specialty "Transla-tion business".Problem. Translation plays a rather important role in various spheres of human activity. There-fore, the translation course is an essential part of the general linguistic and professional training of a philologist and a linguist translator.Purpose –theoretical substantiation and practi-cal development of theoretical and methodological foundations for the development of translation ac-tivities of students of the specialty "translation studies".Research methods. The following research methods were used: theoretical: analysis of scien-tific and pedagogical literature on the problem un-der study; empirical: questionnaires, pedagogical observation; statistical: methods of processing the received pedagogical data.The main results of the study. The results of the study are reflected in the following tables: 1 –levels of English language learning in the specialty "Translation studies: English language"; 2 –classi-fication of types of translation; 3 –the results of the survey; the criteria for evaluating the current, in-termediate certification of learning outcomes are proposed.The scientific novelty of the research results lies in the fact that a systematic analysis of the devel-opment of translation activities of students of the specialty "translation studies " in the courses has been undertaken, which will expand and clarify the knowledge of the peculiarities of translation studies among students of the specialty "translation stud-ies ".Conclusions and specific suggestions of the au-thor:1. In order to form a cognitive base in the field under study, it is necessary to familiarize students with educational texts on the specialty in their na-tive language, which should describe the main provisionsin an accessible form, explain the basic concepts and terms.2. A schematic representation of the structure, composition or structure of the object under study is required, indicating the names of the components and details.3. An analysis of the lexicon of a specialist is required.4. When translating, it is necessary to select a terminology bank that includes basic terms, defini-tions and translation into a foreign language for study.5. To read and discuss tests on the topic under study, educational texts from various sources should be prepared.6. The selection of a cycle of texts for the trans-lation of one topic should be organized according to the principle "from simple to complex"