Reviewerly/exHarmony huggingface dataset:
INFLUÊNCIAS PSICOSSOMÁTICAS DA COVID-19 EM PACIENTES FIBROMIÁLGICOS: UMA REVISÃO

Fibromyalgia (FM) is understood as a psychosomatic disease characterized by widespread pain throughout the body. In the current context, the COVID-19 pandemic has brought new difficulties, including, among its own symptoms, increased pain sensitivity. The objective of this work is to investigate the impacts of this new reality on people with FM. The methodology used was a systematic literature review. As a result, 10 articles were found, with two main thematic groups as an outcome: post-infection aggravating factors and aggravating factors resulting from sanitary measures. From this, we realized that the coronavirus disease both brought aggravating factors in relation to the pain condition of fibromyalgic patients, and became an aggravating factor for comorbidities of the disease, such as depression and anxiety.
Penerapan Aplikasi Uji Hipotesis (One-Tail Dan Two-Tail) pada Data Simulasi

Technological developments are now growing rapidly in various layers of science such as in the development of science which has made many changes to the system towards a digital system in solving problems. The use of digital technology in the learning process is considered to increase the learning interest and motivation, the quality of the learning process, and learning outcomes. The younger generation is currently using more of a digital mindset by utilizing increasingly developing technology. Mathematics is one of the basic sciences that always developed to the demands of human needs for technological developments. Mathematics was born because of the human desire to systematize life experiences, organize them, and make them easy to understand, to be able to predict and if possible be able to control events that will occur in the future (forecasting). Problems in mathematics are often considered difficult by the younger generation, for that research will examine the application of desktop-based applications that can solve mathematical problems easily in a shorter time. The application that was built was applied to the One-Tail and Two-Tail hypothesis testing problems on the simulation data.
Estimation of raindrop size distribution and rain rate with infrared surveillance camera in dark conditions

Abstract. This study estimated raindrop size distribution (DSD) and rainfall intensity with an infrared surveillance camera in dark conditions. Accordingly, rain streaks were extracted using a k-nearest neighbor (KNN)-based algorithm. The rainfall intensity was estimated using DSD based on physical optics analysis. The estimated DSD was verified using a disdrometer. Furthermore, a tipping-bucket rain gauge was used for comparison. The results are summarized as follows. First, a KNN-based algorithm can accurately recognize rain streaks from complex backgrounds captured by the camera. Second, the number concentration of raindrops obtained through closed-circuit television (CCTV) images was similar to the actual PArticle SIze and VELocity (PARSIVEL)-observed number concentration in the 0.5 to 1.5 mm section. Third, maximum raindrop diameter and the number concentration of 1 mm or less produced similar results during the period with a high ratio of diameters of 3 mm or less. Finally, after comparing with the 15-min cumulative PARSIVEL rain rate, the mean absolute percent error (MAPE) was 44 %. The differences according to rain rate can be determined. The MAPE was 32 % at a rain rate of less than 2 mm h-1 and 73 % at a rate above 2 mm h-1. We confirmed the possibility of estimating an image-based DSD and rain rate obtained based on low-cost equipment during dark conditions.
CONTENT AND FUNCTIONAL SPECIFICS OF EFTERSKOLES IN DENMARK

The article focuses on the content and functional specifics of efterskoles, post-secondary secondary schools in Denmark. It is emphasized that efterskoles in Denmark have changed significantly in content and procedure since their founding by Cold. It is noted that the schools under study are distinguished by the breadth of subject specialization and target groups of students with certain special needs. All of these schools, which are the subject of our study, share the key values of focusing on both comprehensive education and the personal development of each student. They are based on the idea of combining academic learning with “practical life learning” as a preparatory tool for all aspects of life based on the educational philosophy of “an individual in the community”. Solidarity, community and unity are key concepts in the Danish efterskoles. It is stated that the ethos of many post-secondary secondary schools in Denmark is that they reflect the diversity of society and thus offer numerous opportunities for personal, vocational and cultural development. Danish efterskoles ensure the development of students’ independent critical thinking, creativity, and they are considered the centers of education of responsible citizens with formed global competence. In these schools, students have more opportunities to develop their talents in various fields. Training and education in these educational institutions are based on the principles of equality, mutual respect and active cooperation of all participants in the educational process. Compared to public schools in Denmark, efterskoles have been shown to have considerable freedom in terms of, for example, developing their own curriculum, teaching methods and organizing the educational process according to the political, religious or pedagogical orientation of the school. The content and procedural features of the two largest efterskoles in Denmark, Ranum Efterskole College and Østerskov Efterskole, are highlighted. Keywords: Danish efterskoles; Danish high school students; harmonious personal development; key competencies; global competence; intercultural understanding; curriculum; game pedagogical technologies.
Gamifying Fake News: Playful Approaches to News Literacy Education for Middle School Students

In line with the conference theme of leveraging educational research in a posttruth era, this paper addresses the potential of games to tackle fake news and stimulate youth news literacy.Specifically, we reflect on the process of designing a news literacy game for middle school students, where we adopted a multilevel game design framework to articulate learning objectives, consider suitable mechanics, dynamics and aesthetics, and integrate relevant instructional principles along multiple learning dimensions.Positioning this work at the nexus of game design and media literacy interventions, we discuss the opportunities and challenges related to the adoption of a game-based approach to news literacy education in the current political climate.
Exploring the Relationship Between Administrative Support and the Self-Efficacy of Special Education Teachers

This study investigated the impact of each of the four types of administrative support on each of the three dimensions of teacher efficacy.Although this study's participants reported high levels of efficacy, the correlation to administrative support was weak.These findings are contrary to previous research.Instead, this study found that longevity in the field superseded administrative support.The implication of this study is that school districts need to revisit the types of administrative support, the intensity and timing of such support for their special education teachers.
Effects of Elaborative Feedback and Correct Answer Feedback on Reducing Confirmation Bias: A Preregistered Study

Confirmation bias is the tendency to selectively attend to information that is consistent with held beliefs.An effective strategy to reduce confirmation bias is the 'consider-theopposite'-strategy (COS).The central question of this pre-registered study is whether adding feedback to an instructional COS-video can enhance performance on practice and transfer tasks.It was hypothesized that elaborative feedback in the form of worked examples would be more effective than correct-answer feedback.Participants were 132 university students, who received either elaborative feedback (WE) or correct answer feedback (CA) on practice tasks, practice only (PO), instruction only (VO) or no treatment (NT).Results revealed no difference between both feedback conditions, but a significant difference was found on learning between groups with and without feedback.
How Much Do Low-Stakes Assessments Underestimate Ability? A Case Study Using CLA+

How Much Do Low-Stakes Assessments Underestimate Ability? A Case Study Using CLA+On assessments given under low stakes, it can be difficult to estimate how performance is influenced by low motivation.This relationship is a known problem but there is a paucity of research that specifically tries to quantify the magnitude of performance underestimation.This study attempts to estimate the magnitude of this relationship on a test of critical thinking skills normally given under low stakes.In order to accomplish this, we take advantage of a unique research opportunity, in which a sample of test takers enrolled in a domestic military program completed a critical thinking assessment, usually given under low stakes, in a high-stakes condition.Propensity score matching is used to correct for pre-existing differences between the groups of low-and high-stakes test-takers.A mediation analysis is conducted, as well as a sensitivity analysis to ensure that our results are not unduly affected by the omission of any important pre-existing variable.
School-University Collaboration for Facilitating In-Service Training as a Part of School-Based Professional Development

In this study, we examine a school-university partnership in Norway and how the partners work together to facilitate an in-service teacher-training program.We use a theoretical framework specifically developed in order to explore cross-sectional collaborations in general.Participants included 135 teachers (101 from upper secondary, 34 from lower secondary) who participated in and graduated from a teacher training program given on site.We conclude from the data that a relationship of trust existed in the way the partners collaborated in the process of developing a curriculum as well as in program design throughout the implementation of the program.We argue the importance of "boundary spanning champions" who negotiated and renegotiated the program design based on close dialogue with the teachers.
Developing Better Approaches to Disengagement of Students in School

Poor teacher-student relationships are often at the crux of young people disengaging from school with teacher-student relationships consistently reported as one of the most important factors.These relationships are particularly problematic for marginalised learners, who due to the impacts of trauma or mental health concerns, may struggle to develop the trusting, safe relationships needed for them to succeed in school.New teachers in Australia report feeling under-prepared to respond effectively to disengaged or trauma-affected students.Thus, it is timely, important and pertinent to address this issue now.This paper discusses results from the first workshop phase of a new project designed to improve pre-service teachers' capacity to build positive relationships with all students through a trauma-informed lens. Objectives or purposesOur pilot project, Developing Better Approaches to Disengagement of Students in Schools aims to improve pre-service teachers and teachers' capacity to build positive relationships with all students through a trauma-informed lens.
Effects of Leadership Practices and Professional Learning Communities on Teachers' Self-Efficacy and Perceived Whole-Child Development in Kindergartens

This study examined the relationships between principals' leadership practices (LP), professional learning community (PLC), teachers' perceptions of self-efficacy (TE) and whole-child development (WCD) in the context of kindergarten education.A total of 2120 Hong Kong kindergarten teachers participated in the study.Results showed that LP had positive effects on five components of PLC; LP facilitated teachers' perceived WCD directly and indirectly through the mediation of three PLC components, namely shared sense of purpose, collaborative activity and a collective focus on child learning.Moreover, three PLC components (i.e., a collective focus on child learning, deprivatized practice and reflective dialogue) had positive effects on teachers' perceived WCD via self-efficacy.The implications for enhancing PLCs in kindergartens are discussed.
Increasing the Consequential Validity of Reading Assessment Using Dynamic Measurement Modeling

Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the ECLS-K database.Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the estimation of student-specific learning capacities and growth parameters for reading.
The Psychometric Properties of the Engagement Versus Disaffection With Learning Instrument Among Middle School Students

Factor analytic procedures were used to gather validity evidence on the internal structure of Skinner, Kinderman, and Furrer's (2009) Engagement vs. Disaffection with Learning measure to operationalize students' classroom engagement.Independent samples of middle school students (Sample 1 = 618, Sample 2 = 493) were used to test the scale's factor structure and invariance of measurement model parameters.Factor analytic results supported an alternative three-factor model of the scale's previous reported four-factor solution.Cross-validation was based on the use of multi-sample confirmatory factor analysis, which supported strict factorial invariance of the scale's measurement model parameters (e.g., factor loadings) across samples.Subscale reliability estimates, based on coefficient omega, exceeded 0.74.Implications of findings for research and practice are discussed.
A Structural Equation Modeling Model for Information and Communications Technology Integration Into Preservice Teacher Education

The aim of the study was to explore the interaction between classroom level strategies that influence ICT integration into pre-service education using structural equation modeling (SEM).In the study, the interaction between the following classroom level strategies was explored: Reflecting on the role of technology in education (REF), providing continuous feedback (FEE), instructional design (DES), scaffolding authentic technology experiences (AUT), using teacher educators as role models (ROL), and collaboration with peers (COL).The data were collected from 158 second-grade pre-service science teachers through a survey and structural equation modeling was utilized for data analysis.A model was proposed and tested.The results showed that the ROL, COL, AUT and REF variables influenced instructional design explaining 93% of the variance.
How Negative Emotions Impact Performance and Metacognitive Processes Use During Learning With Intelligent Tutoring Systems

Self-regulation and emotion regulation have been studied as separate constructs which impact students during learning with intelligent tutoring systems (ITSs).We investigated the relationship between undergraduates' (n = 103) accuracy of metacognitive processes, selfreported emotions and emotion regulation strategy use as they interacted with MetaTutor, an ITS designed to teach students about the circulatory system.Results showed students who reported experiencing less negative emotions reported using adaptive emotion regulation strategies, had higher proportional learning gains, and were more accurate in their use of metacognitive processes.Our results emphasize the need to better understand how real-time emotion regulation strategies relate to SRL processes during learning with ITSs and can be used to enhance learning outcomes by encouraging effective emotion regulation strategies.
Mathematics Apps in the App Store: Low Transparency Impedes Educators' Ability to Find Quality Apps

There are 80,000+ educational apps in the Apple App Store (Hirsh-Pasek et al., 2015) and math apps are the most common (Shuler, 2012).We searched for 'math' in the education category and selected the top 10 apps for each of the 3 filters provided by Apple (Relevance, Popularity, Rating) and 3 age categories (0-5, 6-8, 9-11).We examined the basic information (e.g., price), educational content, and user ratings for these top 90 apps to see how Apple and developers are marketing apps to educators.There was a surprising lack of transparency and information.The Apple App store needs to explain how it selects 'top' apps and developers need to provide benchmarks of educational quality in their app descriptions.
Influence of Sheltered Instruction Observation Protocol Model on Preservice Teachers' Self-Efficacy for Teaching English Language Learners

This study reports the assessment of English as a second language (ESL) preservice teachers' self-efficacy in implementing sheltered instruction observation protocol (SIOP) model in teaching English language learners (ELLs) in PreK-6.The author employed self-evaluation reports and reflection journals as factors to assess their self-efficacy for teaching ELLs.The result demonstrates that ESL preservice teachers' self-efficacy was improved in several sections, and self-evaluation and reflection journals are effective approaches to assist preservice teachers in elevating their self-efficacy.The implication of the SIOP model in teacher education programs is been discussed, and the future research topics are proposed.
Meta-Analysis on Cognitive Strategies and Academic Outcomes: Validity of the Learning and Study Strategies Inventory

Despite an enduring interest in the science of learning, questions remain regarding the most useful kinds of learning strategies for students to implement.Because the way students learn is malleable, it is critical to understand such processes, so educators can intervene and thereby improve student achievement.This study reports on a random-effects meta-analysis of over 150 studies on relationships between cognitive learning strategies, as measured by the Learning and Study Strategies Inventory (LASSI), and academic outcomes.Results indicated that the three cognitive strategies-information processing, selecting main ideas, and test-taking-were significantly but modestly correlated with a range of academic outcomes (GPA, test scores, persistence).Strategies were most strongly associated with GPA.Implications for research and practice will be discussed.
An Empirical Study on the Influencing Factors of College Students' Online Learning Stickiness

On the basis of Technology Acceptance Model, this study establishes a structural equation model for the influencing factors of online learning viscosities.Under the verification of 559 questionnaires, we found that the main factors affecting the students' online learning stickiness are learners' perceived usefulness, perceived ease of use, expectation confirmation, satisfaction and switching cost; Perceived usefulness has no significant effect on learners' online learning stickiness; The impact of perceived ease of use and perceived interactivity on satisfaction is not significant; The effect of the expectation confirmation on perceived usefulness was not tested by hypothesis.The study ultimately hopes to provide targeted and sustainable development suggestions for the design of online course platforms and the improvement of course quality.
Alignment of Educational and Occupational Expectations and Effect on Educational Attainment

In the past two decades, gap between educational and occupational expectations and the negative effects of the misalignment of educational and occupational expectations on educational attainment started to be noticed by researchers.Using samples from Educational Longitudinal Study of 2002, this study identified different degrees of alignment of educational and occupational expectations and examined the effects of alignment on educational attainment.This study found that adolescents with expectations to achieve a bachelor's degree and being employed by a professional job achieved the highest average educational accomplishment.The relationship between the alignment of expectations and educational attainment differed for students with different achievement levels.Adolescents who highly valued the importance of education are less likely to change the degree of alignment.
Confirmation of the Factor Structure of an Autonomous Reading Motivation Measure for Middle School Students

Motivation Measure for Middle School Students Goal of StudyReading skills are critical to success in school and life, and motivation is a key factor in reading development (Schiefele, Schaffner, Möller
Effects of a Computational Thinking Module on Preservice Teachers' Knowledge and Beliefs

To better prepare students for STEM careers, researchers have called for the preparation of teachers to include CT into science education.Here, we report on the first iteration of a Design-Based Research study investigating how to increase preservice teachers' knowledge and selfefficacy around teaching with CT through a CT module within their elementary science methods course.We measured self-efficacy with a survey, and deductively coded for the presence of CT in lesson plans designed by the preservice teachers in the module.While self-efficacy increased after the module, we saw very few lesson plans that meaningfully included CT.We discuss implications of our results and possible modifications to the next iteration of our study.
Developments in Syntax-Based Prescoring and Autoscoring on Short Written Answers

Pre-or autoscoring large datasets would tremendously increase accessibility of large written data for both research and practice.Two sets of automatically derived models based on large previously run studies with 5 th -7 th graders (n1 = 238; n2 = 4482) are compared for their predictive power to autoscore two complex scores for writing and recall.The models predict higher order and complex quality scores on the basis of easily computable syntactic chains of word forms (e.g., Adjective -Determiner -Noun).With about 200 scores by trained raters, models can be estimated and implemented to securely create autoscores.This paper investigates the boundaries of this approach for short written answers.