Reviewerly/exHarmony huggingface dataset:
The Interplay of Emotions and Working Memory Updating in Reading Comprehension Performance

The aim of this study was to investigate the relationships between reading-related emotions and reading comprehension performance.We considered working memory updating as a fundamental executive function, focusing on its moderating role in these relationships.Two hundred seventeen 8 th graders completed the Achievement Emotions Questionnaire (Pekrun et al., 2005) and performed two working memory updating tasks and a reading comprehension test.Results showed that only activating-negative emotions predicted reading comprehension performance.Updating abilities moderated the relationship between negative emotions and reading comprehension.Specifically, activating-negative emotions had a negative impact on reading comprehension performance and this was particularly evident when updating was low.When the link involving activating-negative emotions was moderated by high level of updating, reading comprehension performance was greater. Summary ObjectivesThe purpose of this study was to investigate the interplay of emotional and cognitive factors in reading comprehension performance.First, we were interested in examining the links between achievement emotions (positive and negative, activating and deactivating) related to reading activity and reading comprehension performance.Second, we considered working memory updating as a fundamental executive function to successfully read and comprehend, focusing on its moderating role in the examined links. Theoretical FrameworkReading comprehension is crucial for academic success as students are very often required to read and comprehend texts by constructing a coherent mental representation of what they are reading.Research on reading comprehension has long focused on the role of cognitive aspects (e.g.,
Tracing Disciplinary Architectures and Technologies From Panopticon Surveillance to Synopticon Spectacle

This paper enlists a Foucauldian power/knowledge reading of schooling, leveraging various notions such as knowledge, power, and subjectivity, to historically analyze ways in which evolving architectures of disciplinary power become the pivotal point through which students' growth is fostered or resisted.Particularly, we follow learning as it moves from Panopticon surveillance to the Synopticon spectacle model, where instead of few watching the many, many now surveil the few.Results trace these evolving disciplinary architectures through various pedagogical sites (desks, classrooms, desktops, video/project sharing sites).Implications discuss consequences of this shift upon the emergence and machinations of power/knowledge, as it calcifies norms of the body, the institution, and finally the larger schooling practices internalized within everyday life. ObjectiveTo initiate an archival investigation, our specific goal herein is to capitalize on key Foucauldian analytical tools to historicize how various evolving disciplinary architectures may be articulated through networked actions and discursive practices across various pedagogical sites (desks, classrooms, desktops, video/project sharing sites).In doing so, we examine unexplored potential of framing schooling as a consequence of shifting disciplinary architectures and pedagogical technologies.Particularly, we follow learning as it moves from Panopticon surveillance to the Synopticon spectacle model, where instead of few watching the many, many now surveil the few.
The Effects of Teachers' Beliefs on Constructivist Technology Use: A Structural Equation Modeling Analysis

The purpose of this study is modeling the determinants of teachers' constructivist use of Information and Communication Technology (ICT).This study extended the Theory of Planned Behavior (TPB) framework by adding teachers' pedagogical beliefs and teachers' beliefs in students' readiness to learn with technology in the TPB.305 in-service foreign language teachers in universities in China completed a questionnaire measuring their responses to their pedagogical beliefs, beliefs in students' readiness, behavioral attitude, subjective norm, perceived behavior control, intention and their constructivist technology use.Results of structural equation modelling show that the extended model is valid in explaining teachers' constructivist technology use.Moreover, both teachers' pedagogical beliefs and teachers' beliefs in students' readiness were significant determinants of teachers technology use.
Vision Impairment Simulation Using Instructional Technology: Effects on Preservice Teachers' Achievement, Efficacy, Attitudes, and Interest

Many courses in education and related degree programs require students to role-play being a person with a disability by artificially imposing a physical limitation for brief period of time.Such disability simulation activities (DSA)
What Makes It Real? Swapping Fake University Policy Agendas for Genuine Human Narratives

Fake news' is frequently (and understandably) portrayed as negative and a threat to democracy.Though controversial, this paper argues that the concept of 'fake news' is also useful, in helping to pinpoint certain 'falsehoods' transmitted through Higher Education (HE) policies in recent decades.Noticing these is important when HE is increasingly under scrutiny from the media, as well as from government and regulatory bodies.Firstly, through Critical Discourse Analysis (CDA), I identify a problem where artificial linguistic labels created for elements of academic practice are attributed with human labour, within strategies written to meet the perceived demands of this terminology.Secondly, I point to auto-ethnographic theory to support the writing of genuine academic narratives, as an alternative approach towards policy.
The Effects of Ability Grouping of Gifted Students on Gifted and Nongifted Achievement Growth

Teachers, administrators, and policymakers regularly need to decide on the best organization for the instruction of gifted students.Should they use heterogeneous or homogeneous instructional groups?Should grouping be done between classes or within classes?And what is the impact of within-class and between-class grouping of gifted students on the academic growth of gifted and non-gifted students?To examine these questions about the influence of ability grouping we estimate a series of multi-level growth curve models based on student administrative data, and surveys of school and district policies to in three states.We also examine whether these effects of ability grouping differ by socio-economic status, race/ethnicity, and English learner status.
The Influence of Autonomy-Supportive Teaching Environment on Students' Academic Performance

Most of the current studies on autonomy support are simply focused on the influence of teacher behavior on the students' academic results, there are few studies have explored the influence of the autonomous-supportive teaching environment on the students, teachers and even the school entirely.Accordingly, this study takes the teachers and students as the research object, and uses MSEM to explore the complex mechanism of the autonomy-supportive teaching environment on students' academic performance.The results show that the satisfying of both teachers' and students' basic autonomy needs can enhance teachers' and students' motivation, and ultimately directly or indirectly influence the students' academic performance.School administrators should give teachers sufficient teaching autonomy, encourage teachers to give students more autonomy support.
Quantifying Differences Between Pairs: A Case Replacement Approach to Expressing Confidence in Statistical Inference

We illustrate a case-replacement method for quantifying confidence in statistical estimates of the difference in means between two groups.This post hoc method occurs either after estimation or after a statistical test such as a t-test.We argue that the case replacement method is easier to understand for non-technical audiences than classical approaches such as standard errors and confidence intervals.We employ data from two large standardized assessment datasets to illustrate.We generate statements such as "XX% of average students from District A and XX% of average students from District B must be swapped to invalidate the inference that the District A is better than B".A large percentage indicates more confidence in the inference.
Interest and Self-Efficacy Outcomes Following an Experimental Cross-Disciplinary Approach to Secure Design (Cybersecurity and Design)

In examining the cultural relationship between computers and the sites in which they are used, Phil Agre [1] explained that "the computer...aims to reinvent virtually every other site of practice in its own image," and this differentiated computers from other instruments, and other technologies overall.In this prescient essay from 1997, Agre laid a foundation for Critical Technical Practice (CTP).CTP applies critical and cultural studies to computer science and other technology design, "bridging the disparate sites of practice that computer work brings uncomfortably together".Phoebe Sengers said that the key idea of CTP is that "one can be critical during the process of technology building" [2].Now, in 2018, Internet of Things (IoT) devices link computer networks to private human lives.The Internet can connect to front door locks, lighting, cameras, appliances, medical and sexual devices.Agre writes that "Computers are representational artifacts, and the people who design them often start by constructing representations of the activities" [1] IoT uses existing devices that can now be controlled over the Internet.However, Agre pointed out that computers seek to reinvent other objects as computers.Is a home thermostat with a computer (e.g.Nest) still a thermostat, or a computer that can control the temperature?The Internet is a network of computers.If we connect our thermostat computer to it, is controlling the temperature of our home now a feature of the Internet?If the internet can control our homes, who will control our homes?These devices are already being abused by controlling exhusbands and boyfriends [3], as well as for snooping on babies [4].
How Rule Induction Data Mining Can and Cannot Be Useful for Education Research

This paper shares insights and recommendations on how rule induction data mining can and cannot be useful to education research, based on re-analyzing two regression studies with rule induction approaches.Processes and findings were compared to identify whether, how, and why rule induction could add value.I found that rule-based approaches can provide unique descriptions of the sample that shows at-a-glance, how key predictors relate to each other and to the outcome.They can also identify relationships between variables that held for some subgroups but not others.It was important to clearly understand the difference between mining rules and mining rulesets, as well as the unique research questions that these answer, so that they complement rather than replace regression. ObjectiveCan rule induction data mining be useful in educational research?Rule induction methods-including decision trees, association rule mining and sequential covering-are a very popular subset of data mining approaches because of their flexibility, robustness to outliers, and ease of use and understanding.Most distinctively, rule induction approaches can identify interesting relationships among predictors and outcomes that apply only to a subset of the data (Hand, 1997;Witten, Frank, & Hall, 2011) relationships that may even contradict the general trend.This paper shares key findings from an experiential and theoretical exploration on how this underutilized quantitative approach may add methodological value to education research.
The Impact of Intensive Professional Development on the Quality of Family Childcare

The purpose of study was to examine the impact of intensive Professional Development(PD) on Family Child Care in domain specific quality (language and literacy) and global quality.Fortynine FCC providers in two states participated in the study.Thirty-eight FCC providers received intensive professional development supports, including five three-hour training workshops on early language and literacy, weekly onsite technical assistance, and monthly Community of Practice meetings.Eleven FCC providers served as the comparison group.Child/Home Environmental Language and Literacy Observation(CHELLO) and Family Child Care Environmental Rating Scale(RCCERS-R) were used to measure the quality of FCC.Results showed significant improvement in high intensity PD group in both measures.The study suggests an intensive PD model which can be considered in QRIS system.
An Empirical Investigation of Student Frustration With E-Textbooks in Undergraduate General Biology Courses

E-textbooks and e-learning technologies have become ubiquitous in college and university courses as faculty seek out ways to provide more engaging, flexible, and customizable learning opportunities for students.However, there is mixed research on the efficacy of e-textbooks, with some learners preferring printed textbooks.In the current study, the authors examine perceived student frustration with e-textbooks within general biology courses at a four year public university in the Southeastern United States.A principal components analysis of an 11-item scale derived from a prior qualitative study yielded a three-factor structure that highlights frustration with e-texts, technology, and instruction/pedagogy. Bivariate analyses are employed to validate the frustration scale using measures of intrinsic and extraneous cognitive load, student motivation, and demographic characteristics.
Evaluating the Reporting Quality of Researcher-Developed Alphabet Knowledge Measures: How Transparent and Replicable Is It?

43 articles that assessed alphabet knowledge (AK) using researcher-developed measures.The quality of reporting was not very high, with an average of 65% of the investigated elements reported.
Using Logic Model and Visualization to Conduct Evaluation of an Early Care and Education Portfolio

Portfolio evaluation is an evaluation of multiple projects with a common purpose in a common framework.With the data from 209 projects in a portfolio, this study illustrates how to answer the evaluation questions of "to which extent the elements of the logic model (strategies, activities, outputs, outcomes, and impacts) are reflected in the portfolio" and "what are the key paths from strategies to activities to outputs to outcomes and to impacts" via visualization techniques.(75 words)
A Synthesis Study: The Effect of Textese on Language and Literacy Development

This article reports on a systematic review of 47 empirical research papers on the relationship between textese and literacy skills.Text messaging has become the prevalent communication means for adolescent and young adults, and their increasing use of textese and its impact on their language and literacy skills has raised consistent concerns among parents, educators and the public.The review analyses the juxtaposition between the perspectives of the media and the research literature on textese and literacy.To bridge the gaps in the previous literature reviews in the area, we focus on three methodological trends, and examined how the relationship between textese and literacy has been studied.Major themes of research findings are identified and recommendations are made for future research.
Exploring the Impact of a Perceptual Mode of Teaching: Implications for the Complementary Curriculum

The unique capacity of aesthetic approaches to provoke a variety of consequential educational outcomes has attracted considerable scholarship.Less developed, however, is an exploration of a perceptual teaching mode, including teacher and student perceptions of this aestheticallyderived approach.Using Eisner's educational criticism and connoisseurship approach, we asked three questions: 1) What are the intentions and practices of a high school teacher as he teaches English? 2) What are the intentions and practices of a teacher as he teaches English using a perceptual mode? and 3) What are student perceptions of a perceptual mode of teaching?We analyze six aesthetic themes of education and argue that their intentional infusion into lesson design and pedagogy creates the potential for deepened identification and expression of the complementary curriculum.
Remixing Acculturation: Utilizing Formative Joint Displays to Examine Dissonance in Acculturation Data

Innovations in the analytical techniques used in mixed methods designs provide researchers with opportunities to engage their data in new and unique ways.Formative joint displays exemplify this potential, as they present opportunities for more interplay between qualitative and quantitative data in a manner that encourages researchers to examine their data through a renewed lens.In this paper, we aim to explore the use of formative joint display as the second stage of analysis in a study of youth acculturation strategies.Findings that emerged from this analysis highlight the potential for formative joint displays to increase insight in mixed methods studies with divergent qualitative and quantitative findings.
Using Logistic Regression Analysis to Predict Student STEM Majors

Authors analyzed survey and assessment data from a national, longitudinal study that followed 8,366 students from ninth grade (2009) to their first year of college (2013).The goal of the analysis was to identify non-demographic factors that were influential in the student's decision to pursue an undergraduate degree in a science, technology, engineering, or mathematics (STEM) field.Hierarchical logistic regression was used to build a model to predict whether or not the student would major in STEM.After controlling for the demographic factors of sex, race, socioeconomic status, and occupation of the parent(s), seven non-demographic variables were tested for predictive significance.Significant factors included three non-demographic variables (math proficiency, math identity, and science identity), as well as two demographic factors (race and sex).Due to interaction effects, separate male and female group models were built.The final regression model correctly predicted student STEM majors in 72% of the cases examined.The regression model for the male group successfully predicted students would major in STEM for 83% of the cases.The female model correctly predicted STEM group membership (STEM or not) in 81.8% of the cases, but only correctly predicted students would major in STEM 43% of the time.This study is relevant as it identified influential factors from the student's high school experience that increased the student's odds of electing to major in a STEM field.In addition, our findings indicate that the predictive power of two demographic variables is changing.Neither the student's socio-economic status nor parent's occupation (STEM or not STEM) were significant predictors once non-demographic factors were introduced to the model.
Noticing the Invisible Work of Variables Across Math and Computer Science

This study explores how pre-instructional adult learners' previous experience using variables in algebraic problem solving can connect to conceptions of variable in computer science (CS).The investigator focused on variable because: it's taught at the beginning of CS courses, a time with high attrition; it's fundamental to advanced concepts; and adult learners will have experience through previous math.
Faculty Attributes Associated With the Persistence Skills in Professional Development as Educator

Purpose: This study was to identify key personal factors contributing to persistence personal skills of primary care clinician-teachers in educator faculty development programs. Method:The 120 primary care physician-teachers of 2000-2016 educator faculty development programs offered by two institutions in a U.S. northeastern region, completed the online Learner Autonomy Profile (LAP) 3.0 v.The study analyzed the associations of personal attributes, persistence of learning, and post-program project completion.Results: Performed regression analyses showed that persistence accounted for 67% variance of self-reported project completion.Growth Balance, Planning, and Anticipating Consequence, Goal-Directedness, and Self-Start account for 78% of the variance in Persistence. Conclusions:The identified personal skills likely promote persistence of studied program participants.Higher persistence predicts successful completion of self-determined goal projects among studied primary care physician-educators.
Do Technology Usage and Student Teacher Attachment Explain Student Self-Perception? A Multiple Linear Regression Approach

The purposes of this study are threefold: a) to examine the school level and gender effects on educational technology usage as posited in Siemens (2013); b) to investigate the impact gender, school level, and educational technology usage on students' attachment to teachers (Madill et al., 2014); and c) to seek to extend the present research by explicating the interactional relationship of attachment and technology usage on student educational perspectives (Siemens, 2013).Complete and useable surveys were received from 450 elementary and secondary school students, yielding an overall response rate of 45%.The measures used in the study assessed a wide variety of factors among elementary and secondary school students.Data screening identified one outlier that did not have any effect on the results and was not deleted.This study used factorial ANOVA and standard multiple linear regression to address the study research questions.Regression results indicate that the overall model significantly predicts student educational perspectives (SEP), R 2 =.264, R 2 adj = .256,F (4, 370) = 33.25,p<.001 and accounts for 26.4% of the variance in SEP.Attitude and attachment to teachers (ATT), educational technology usage (ETU), and school level were significant predictors of SEP while gender was not.Elementary students had a higher SEP mean score than secondary school students.The twofactor ANOVA indicated significant main effect for school level, F (1, 403) = 24.99,p < .001,η 2 = 0.06.A conclusion is provided that discussed the importance of computer technology, ATT and school level in predicting SEP.It is critical that school leaders nurture a teaching and learning environment that the good relationships among students are teachers exist and that technology continues to be fully integrated into the curriculum to strengthen student educational perspectives.
Exodus of the Reticulists: Network Instability in School Partnerships in Disadvantaged Areas

School to school collaboration provides access to a wide range of expertise, resources and innovative knowledge through strengthened relationships and increased ties.Such collaboration has also been used in an effort to ameliorate educational inequity, however, schools in disadvantaged areas face many challenges which may inhibit the effectiveness and sustainability of their partnerships.While research regarding the benefits of school collaboration continue to proliferate, there is a gap in the scholarship regarding the challenges faced by schools in disadvantaged areas engaged in school collaboration.This paper uses a social network theory approach to examine the social network structures of school partnerships in disadvantaged areas of Scotland.Characteristics of the partnerships reveal factors that can inhibit their efficacy and sustainability.