ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Project-Based Cooperative Studio Studies on the Basic Electronics Skills of Students&apos; Cooperative Learning and Their Attitudes
Author: Korkmaz, Özgen
Date: 2018-05-00
Type: Journal Articles
Subjects: Active Learning,Student Projects,Cooperative Learning,Engineering Education,Student Attitudes,Instructional Effectiveness,College Students,Statistical Analysis,Foreign Countries,Pretests Posttests,Control Groups,Experimental Groups

Engineering education plays a prominent role in the development of technologies, society, nation, production, economy and employment. It is the art of applying scientific and mathematical principles, and experience to produce a technical product or system to meet out a specific need in the society. Based on the literature, it was thought that implementation of a cooperative project-based education on electrical-electronics engineering students could contribute to their basic engineering skills, their cooperative learning, and their attitudes towards engineering education and occupation. The aim of this study was to reveal the effect of project-based cooperative studio studies on the occupational basic skills of electrical-electronics engineering students, cooperative learning, and their attitudes towards engineering occupation. The research is designed to be a study that is half-experimental and half-quantitative study and was composed of 42 students. Within the research, project-based cooperative studio studies were utilized by the experimental group while the control group had similar course requirements for six weeks, but their practice solely included the content of the Lab II course in the official curriculum. The resulting data was gathered using the Basic Electronics Skills Self-Effacement Scale, the Scale for Attitude towards Cooperative Learning, and the Scale for Attitude towards Engineering and Engineering Education. The results indicate that the project-based cooperative studio studies are contributing more meaningfully to students' intermediate level electronics skills, and their attitudes towards cooperative learning and towards engineering occupation.
Learning Champions: How 15 Countries, Cities, and Provinces Came Together to Rethink Learning Assessment
Author: Anderson, Kate
Date: 2018-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Strategies,Learning Experience,Measurement Techniques,Measurement Objectives,Evaluation Needs,Partnerships in Education,International Cooperation,Program Descriptions,Performance Factors,Educational Cooperation,Program Development,Outcome Measures,Educational Change,Change Strategies

Between 2012 and 2016, the Learning Metrics Task Force (LMTF) laid out an ambitious agenda for nations and the international community on how to define and measure learning in the context of the United Nations Sustainable Development Goals (SDGs). This report describes the process undertaken by a group of 15 &quot;Learning Champions&quot;--countries, provinces, and cities--that came together to experiment with the LMTF 1.0 recommendations and develop strategies for improving their education systems. They did this by seeking to measure learning across the seven learning domains and seven measurement areas captured in the LMTF 1.0 recommendations. This report describes these domains and measurement areas along with the structure of the Learning Champions initiative and presents the experiences and activities of the 15 Learning Champions. The report shares the lessons learned from the initiative and presents examples of the tools developed through it. The report is intended to be more than just a record of an interesting experiment in educational assessment and policy. It offers valuable insights and pertinent direction to education systems and their partners alike. The aim is for countries and other education jurisdictions to perceive concrete ideas and motivation for using their assessment systems to pursue their comprehensive education goals and make improvements. Education partners, both national and international, can use this information to support education systems in installing and using holistic learning assessment strategies and mechanisms.
The Interrelationship of Language and the Brain and Language Disorders in Augmentative and Alternative Communication (AAC): Findings from a Systematic Review of the Literature
Author: Emperador-Garnace, Xenia Ribaya
Date: 2018-02-02
Type: Information Analyses
Subjects: Brain,Language Impairments,Augmentative and Alternative Communication,Literature Reviews,Assistive Technology,Intervention,Program Effectiveness,Psycholinguistics,Language,Disabilities

This study presents a systematic literature review focusing on the Interrelationship of Language and the Brain and Language Disorders in Augmentative and Alternative Communication (AAC) based on a number of published researches in several refereed international journals available in various online databases. A repertory grid was utilized to plot the responses to the research questions posted. The data on the grid were analyzed to be able to identify the various gaps in the researches conducted. Consequently, this study yields the following concepts: the Role of Assistive Technology and Mediation, Interventions in AAC, and Focus on AAC Outcomes. It is concluded that these concepts should form part of the compendia to be used by language teachers, especially those specializing in psycholinguistics and AAC. Finally, the paper presents suggestions for further research into AAC and psycholinguistics per se.
A Validity and Reliability Study of the Basic Electronics Skills Self-Efficacy Scale (BESS)
Author: Korkmaz, Ö.
Date: 2016-00-00
Type: Journal Articles
Subjects: Electronics,Skill Development,Self Efficacy,Test Reliability,Test Validity,Engineering Education,Factor Analysis,Self Concept Measures,Correlation,Test Items,Undergraduate Students,Basic Skills,Foreign Countries,Statistical Analysis,Structural Equation Models

The aim of this study is to improve a measurement tool to evaluate the self-efficacy of Electrical-Electronics Engineering students through their basic electronics skills. The sample group is composed of 124 Electrical-Electronics engineering students. The validity of the scale is analyzed with two different methods through factor analysis and distinctiveness. To evaluate the how much each item that exists in the scale can measure the factor they belong to, item total factor correlations and corrected correlations are calculated on the data. According to the acquired values, each item and each factor in the scale are found to serve to the run-of the scale and the aim of scaling the desired facility, in a meaningful level. Moreover, analyzing the &quot;t&quot; value related to the differences between the groups of top 27% and bottom 27%, the item distinctiveness's are researched and it is detected that the distinctiveness of both of the run-of the scale and each one of the items is high level; in other words, it is detected that each item is distinctive in the desired level. The internal consistency coefficients of the scale is calculated using two congruent halves correlations, Cronbach Alpha, Spearman-Brown formula and Guttmann split-half reliability formula. Consequently, it is concluded that the scale is a reliable and valid scale and this scale can be used to determine the basic electronics skills of the Electrical-Electronics Engineering students through their self-perceptions.
Rise and Fall of Texas STEM Education: Evidence from the Nation&apos;s Report Card
Author: Marder, Michael
Date: 2018-02-00
Type: Reports - Research
Subjects: STEM Education,National Competency Tests,Mathematics Tests,Grade 8,Mathematics Achievement,Low Income Students,Test Score Decline,Educational Finance,Public Education,State Aid

Math scores of Texas 8th graders rose to lead the nation in 2011, but they have been dropping ever since. This report examines plausible explanations for this rise and fall, ranging from the family income of students to funding cuts by the Texas Legislature. [This document was prepared by the Center for Public Policy Priorities for the Texas Education Grantmakers Advocacy Consortium.]
Building Trust in Observations: A Blueprint for Improving Systems to Support Great Teaching. Policy and Practice Brief. MET Project
Author: Wood, Jess
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Observation,Classroom Observation Techniques,Trust (Psychology),Training,Evaluators,Evaluation Methods,Improvement,Research Skills,Scoring,Feedback (Response),Fidelity,Expectation,Teaching Skills,Scoring Rubrics,Teacher Evaluation,State Standards,Capacity Building,Video Technology,Educational Improvement,Teacher Competencies,Program Evaluation,Program Effectiveness

States and districts can use this tool to create their own plans for continual improvement of an observation system, no matter where they are in their implementation. Included are action steps to improve observation rubrics, observer training, observer assessment, and monitoring. A planning process is described to assess current status, determine next steps, and plan for sustained improvement.
Comparing Students&apos; Scratch Skills with Their Computational Thinking Skills in Terms of Different Variables
Author: Oluk, Ali
Date: 2016-11-00
Type: Journal Articles
Subjects: Grade 5,Elementary School Students,Educational Technology,Technology Uses in Education,Computer Software,Comparative Analysis,Correlation,Programming,Thinking Skills,Creativity,Problem Solving,Mathematics,Cooperation,Critical Thinking,Foreign Countries,Statistical Analysis,Likert Scales,Measures (Individuals),Gender Differences,Scores

This study aimed to compare 5th graders' scores obtained from Scratch projects developed in the framework of Information Technologies and Software classes via Dr Scratch web tool with the scores obtained from Computational Thinking Levels Scale and to examine this comparison in terms of different variables. Correlational research model was utilized in the study that 31 students participated in. Students were taught basic programming by using Scratch during a 6-week period. At the end of training, students' programming skills were measured via Dr. Scratch web tool. Computational thinking skills were measured using Computational Thinking Levels Scale which includes 5 factors: creativity, problem solving, algorithmic thinking, collaboration and critical thinking. Data were analyzed for internal reliability to calculate scale reliability. Cronbach Alpha reliability coefficient was found to be 0.809. It was found that scores obtained by students by using any of the measurement tools did not differ according to gender or period of computer use, however, a high level significant relationship was observed between students' programming skills with Scratch and their computational thinking skills.
Teacher Candidates&apos; STEM Awareness Levels
Author: Buyruk, Büsra
Date: 2016-11-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Knowledge Level,STEM Education,Teacher Education Programs,Student Surveys,Statistical Analysis,Gender Differences,Instructional Program Divisions,Intellectual Disciplines,Student Attitudes

The purposes of this research are determining FeTeMM awareness level of teacher candidates and detecting being affected situations of this awareness by different variables. This is a descriptive field research and it was conducted with scanning model. This research's study group consists of 254 (170 female and 84 male) education faculty students that are at 3rd and 4th grades of Computer, Math and Science Teaching Departments of Amasya University at 2015-2016 education year. As a data collecting tool, &quot;FeTeMM awareness scale&quot; -which was designed by Buyruk and Korkmaz- was used. Within data analyzing; mean, ANOVA, Schieffe and T-Tests were utilized. As a result of analysis, it was seen that teacher candidates have high level of FeTeMM awareness and gender has no effect on this awareness level. Researchers who would like to study the same issue can practice with different departments and wider study groups. Besides, they can analyze situations of awareness in terms of different variables.
Argumentation in Peer-Guided versus Teacher-Guided Group Discussions
Author: Cansiz, Nurcan
Date: 2014-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Group Discussion,Science and Society,Grade 7,Teacher Guidance,Qualitative Research,Interviews,Middle School Students,Comparative Analysis,Peer Teaching

This study investigated argumentation patterns resulting in teacher-guided and peer-guided group discussions on four socioscientific-issues (SSI). Two groups, each including five students from grade 7, studied on a different SSI during four weeks. Discussions within both groups were observed, videotaped, and analyzed qualitatively. After four weeks, group interviews were conducted. The results showed that teacher-guided group presented more complex argumentation patterns than peer-guided group. Both groups supported their claims with scientific and non-scientific evidence. But teacher-guided group presented the evidence deeply. The results suggested that teachers should have the related pedagogical skills to put argumentation into practice and to explore the students' skills in constructing arguments in the context of SSI. The implications for science educators and researchers were discussed. [Paper presented at the International Conference on Education in Mathematics, Science &amp; Technology (ICEMST) (Konya, Turkey, May 16-18, 2014).]
A Validity and Reliability Study of the Sociovirtualization Perception Scale (SVPS)
Author: Korkmaz, Özgen
Date: 2014-06-00
Type: Journal Articles
Subjects: Test Validity,Test Reliability,Socialization,Foreign Countries,Likert Scales,Computer Use,Social Life,Factor Analysis,Correlation,Young Adults,Adolescents,Statistical Analysis

Individuals are socialized by embracing material and spiritual cultural characteristics that a society possesses. This process is put into practice with socialization factors such as family, peers, school and media. Interaction and communication in social life have started to carry socialization factors to different levels with contribution by virtual environments in our day. Since determination of the level of interaction and relationships shifting from real life to virtual life is not yet a sufficiently discussed issue in the body of literature, we could not come across an instrument of measurement, whose reliability and validity have been proved, for measuring levels of what sort of transformations, advancements and developments have been experienced in terms of socialization factors after society's beginning of turning to virtual environments. In this respect, the research objective is to develop a scale for determining levels for relationships of individuals in social life shifting to virtual environments. 294 individuals constitute the research study group. Exploratory and confirmatory factor analysis, item-factor total correlation, adjusted correlation and distinguishing features of items were calculated for investigating validity of the scale. Internal consistency coefficient and stability levels of the scale were calculated for investigating reliability of the scale. As a result, the SVPS is a 5-point Likert scale that can be grouped under three factors and consists 30 items. Analyses put forward that this scale is a reliable and valid instrument for measuring levels of socio-virtualization perception of a society's individuals in virtual environments.
Impact of Blended Learning Environments Based on Algo-Heuristic Theory on Some Variables
Author: Aygün, Mustafa
Date: 2012-12-30
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Computer Literacy,Student Attitudes,Computer Attitudes,Pretests Posttests,Experimental Groups,Control Groups,Academic Achievement,Theories,Student Motivation,Quasiexperimental Design,Grade 5,Elementary School Students,Foreign Countries,Multiple Choice Tests,Integrated Learning Systems

In this study, the effects of Algo-Heuristic Theory based blended learning environments on students' computer skills in their preparation of presentations, levels of attitudes towards computers, and levels of motivation regarding the information technology course were investigated. The research sample was composed of 71 students. A semi-empirical design with a pre-test-post-test, and control group was used. Research data was collected using an Academic Achievement Test, the Computer Attitude Scale for Primary School Students and the Motivation Scale for the Information Technology Course. A one way ANOVA was conducted on all the data collected and the results revealed that the achievements and motivation levels of the students who studied in an Algo-Heuristic Theory based blended learning environment in the information technology course increased significantly
Towards the National Assessment of Educational Progress (NAEP) as an Indicator of Academic Preparedness for College and Job Training
Author: Fields, Ray
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Educational Indicators,College Preparation,College Readiness,Career Readiness,Job Training,High School Seniors,Grade 12,Educational Research,Academic Achievement,Reading Achievement,Mathematics Achievement,Statistical Inference,Definitions,College Entrance Examinations,Scores,Grade Point Average

Indicators of many kinds are used to monitor critical aspects of national life and inform public policy. These include economic indicators, health indicators, and demographic indicators. For more than a decade, the National Assessment Governing Board has been conducting research to determine the potential of the National Assessment of Educational Progress (NAEP) at grade 12 to serve as an indicator of academic preparedness for college and job training. This report provides the rationale for pursuing this goal, the Phase I research results from more than 30 studies conducted in connection with the 2009 administration of 12th grade NAEP, and the implications for reporting the 2013 NAEP 12th grade results. (A bibliography is included.)
Development of Preverbal Communication Skills Scale for Children with Multiple Disabilities and Visual Impairment
Author: Ayyildiz, Emine
Date: 2016-00-00
Type: Journal Articles
Subjects: Children,Multiple Disabilities,Visual Impairments,Communication Skills,Test Construction,Semi Structured Interviews,Mixed Methods Research,Foreign Countries,Language Acquisition,Nonverbal Ability,Infants,Test Validity,Test Reliability

Communication is crucial for any human being and the children with disabilities are no exception. Due to the number and combination of their disabilities and/or conditions, children with multiple disabilities and visual impairment (MDVI) have especially limitations of the ability to communicate the meaningful and functional way with their environment. In order to improve the communication skills of children with MDVI, it is very important to identify unique, individual communication behaviors of these children. Thus, the aim of this study was to develop a valid and reliable developmental assessment tool to evaluate preverbal communication skills of Turkish children with MDVI. Sequential explanatory mixed methods were used in the study. In the qualitative phase, semi-structured interviews were conducted with the mothers of 34 children suffering from MDVI to explore the preverbal communication behaviors of the children based on the daily observances of their mothers' with a descriptive analysis being performed on the data. From the findings of the interviews and the literature review, Preverbal Communication Skills Scale for Children with Multiple Disabilities and Visual Impairment (PCSS-MDVI) and the scoring guide were developed. During the quantitative phase, 65 mothers of children with MDVI were given this scale in order to determine the validity and reliability of the scale. For the reliability analysis, 34 mothers of typically developing (TD) children age between 1 to 24 months old also were given the scale. The findings of the qualitative phase indicated that children with MDVI were communicating mostly with preverbal behaviors and the analysis on data from the quantitative phase with respect to item analysis, reliability and validity revealed that the scale is valid and reliable. The scale has 17 items and three subscales, which are; regulating behaviors, social interaction and joint attention. The majority of children with MDVI cannot communicate verbally and there is lack of studies and assessment tools for the purpose of effectively evaluate these children's preverbal communicative behaviors in our country. Based on the analysis, the PCSS-MDVI has been demonstrated good preliminary psychometric properties and it can be used as an instrument to evaluate preverbal communication behaviors of children with MDVI. It is the preliminary study of the development of the scale. Thus, validation of the scale should be repeated with more participants and the data of the video observations of preverbal communication behaviors of children with MDVI should be added to the analysis.
The Examination of the Effects of Functional Training Program Applied on Instable Ground on Anaerobic Capacities of Elite Martial Arts Athletes
Author: Caglayan, Atakan
Date: 2017-00-00
Type: Journal Articles
Subjects: Athletes,Exercise,College Students,Pretests Posttests,Muscular Strength,Training,Fatigue (Biology),Body Weight,Human Posture,Body Composition,Foreign Countries,Comparative Analysis,Program Effectiveness,Statistical Analysis

The aim of this study is to measure both dynamic balance of elite martial arts athletes doing functional strength exercises on instable ground and the effects of circuit training program on their anaerobic capacities, and compare them with those following classical training program. Students studying in Faculty of Sport Sciences at Duzce University and doing martial arts (kick box and muay-thai) constituted the study group. In the study conducted in 6 weeks with 24 sessions, while experimental group (EG) included 14 individuals (age: 19.78 ± 1.36, height: 1.68 ± 0.06) control group (CG) included 14 individuals (age: 19.92 ± 2.09, height: 1.67 ± 0.07) similar to those in experimental group. While athletes in EG followed circuit training program including strength exercises on instable ground in 6 weeks with 24 sessions, those in CG followed classical training program. Pre and posttests were applied before and after 6-week training program. First of all, height, weight and bioelectric impedance method was used for body fat rate, RAST test was done to measure agility by using electronic chronometer system with two-gated photocell having measurement in the sensitivity of 0.01, y-balance test battery was used to measure dynamic balance. Data was analyzed with SPSS 18. Collected data, pretest and posttest values of study and control group was analyzed with Wilcoxon test which was in 95 reliability range an significance level was accepted as p&lt;0.05. When statistical data was examined, it was found that study group reported significant increments than control group in terms of anaerobic capacity, minimum power output, fatigue index, average power output and dynamic balance (p&lt;0.05), while no significant differences were found in terms of other variables. Consequently, it was observed that exercises on instable ground developed dynamic balances of athletes. It is thought that athletes use required muscle function for balance during movement in the lowest level and this retards fatigue by effecting power output positively.