ethanporcaro/eric-fulltext-meta huggingface dataset:
Proximal Processes While Problem Solving in Formal and Game Environments
Author: Jacques, Lorraine A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Solving,Game Based Learning,Cooperative Learning,Cognitive Processes,Educational Research,Inquiry,Group Dynamics,Teamwork,Self Efficacy,Knowledge Level,Interpersonal Competence

Problem solving follows a cycle of inquiry where the individual iterates between finding possible paths and exploring their likely effectiveness before selecting one as a possible solution. The cycle is enhanced through proximal processes because the number of paths that can be explored in depth are greater when more people work on the same problem. This paper discusses the cognitive aspects of problem solving, how proximal processes, specifically collaborations, affect problem solving, and how proximal processes work in formal and game problem solving environments. The primary finding is that proximal processes benefit problem solving mostly by providing explanations, but only when the collaboration is structured so that a lesser-skilled participant in the collaboration is explaining to a higher-skilled participant. This finding is common to both formal and game environments.
Around the Corner, across the Globe: Developing Global Citizens through Civic Engagement
Author: Nickitas, Donna M.
Date: 2020-07-00
Type: Journal Articles
Subjects: Nursing Education,Global Approach,Social Justice,Service Learning,Disadvantaged,Citizen Participation,Undergraduate Students,Study Abroad,School Community Relationship,Partnerships in Education,Cultural Awareness,Program Effectiveness,Health Services,Student Development,Nursing Students,Foreign Countries,Spanish Speaking,Languages for Special Purposes,Community Needs

Nursing educators wrestle with preparing the future nursing workforce to meet the needs of underserved, vulnerable populations in marginalized communities who suffer significant health disparities and social injustices. This article illustrates the integration of engaged civic learning (ECL) within a social justice framework that prepares baccalaureate nurses as global citizens to provide culturally congruent health care around the corner in local communities and learning abroad programs across the globe. Multiple partnerships with local organizations were strengthened, with ECL integrated across the nursing curriculum and aligned with local needs of community housing, schools, churches, shelters, and fitness centers. The nursing faculty at Rutgers School of Nursing-Camden collaborated with language professors to develop a Spanish for Health Professions program to increase communication between students and the high percentage of Spanish-speaking populations served locally and globally. A mixed-methods design evaluated program outcomes using descriptive data, student reflections, and the Global Perspective Inventory (GPI) to assess students' experiences and global learning related to learning abroad during their college experience. Results from presurveys to post-survey results showed significant improvement (p &lt; .05) in global learning in 16 of 35 question items. As students journey from entrance into nursing school until graduation, ECL develops them into engaged global citizens.
Investigation of Gifted Students&apos; Science Laboratory Academic Risk Taking Tendencies and Science Learning Orientations in Terms of Some Variables
Author: Nacaroglu, Oguzhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Academically Gifted,Science Laboratories,Risk,Student Motivation,Foreign Countries,Science Education,Gender Differences,Individual Differences,Elementary School Students,Secondary School Students

In this research, it was aimed to investigate academic risk taking tendencies on laboratory activities and science learning orientations of gifted students. In the research (survey) quantitative research method designs was used. The sample of the research consisted of 187 gifted students who are studying in a Science and Art Center in the Eastern Anatolia Region. In the research, Science Laboratory Academic Risk Taking Scale and Learning Engagement in Science Scale were used as data collection tools. The findings indicated that the academic risk taking tendencies on laboratory activities and science learning tendencies of the gifted students were high. In addition, it was found that there was a moderate and significant relationship between the academic risk taking tendencies and their science learning orientations of gifted students.
From Transactional to Transformational: Drexel University and Aramark Collaborate on Mission
Author: Britton, Jennifer
Date: 2020-07-00
Type: Journal Articles
Subjects: Universities,Corporations,School Business Relationship,Partnerships in Education,Food Service,Institutional Mission,Sustainability,Contracts,Negotiation Agreements,School Community Relationship,Supply and Demand,Technology Transfer,Student Employment

This analysis of the supplier relationship between Drexel University and Aramark offers a demonstration of the potential for intensifying an anchor institution's local economic inclusion strategies by leveraging the economic power of supplier partnerships. The operation of a major food service contract represents a substantial set of campus jobs and procurement, but this economic activity often remains outside the remit of economic inclusion efforts when the institution has no contractual influence over it. When an anchor institution can partner with a major supplier that shares a commitment to community impact, it offers opportunities to strengthen an anchor strategy. This article describes how Drexel University and Aramark used their campus food service relationship to deepen Drexel's anchor mission and core strategic priorities and Aramark's enterprise sustainability agenda, including the value of the negotiation process, and a set of outcomes in the form of initiatives in food insecurity, local economic inclusion and community engagement, research and technology transfer, and student co-op employment. Both the relationship building process and its outcomes offer a model for other institutions as they look to leverage the untapped economic activity of the major service suppliers.
Educational Environment -- A Social Project of Support for the Social Development of a Roma Child
Author: Koleva, Margarita
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Environment,Social Development,Ethnic Groups,Minority Group Children,Ethnic Stereotypes,Foreign Countries,Inclusion,Social Integration,Cognitive Development,Classroom Design,Culturally Relevant Education,Teacher Role

In the Bulgarian public space social distances and stereotypes regarding the Roma ethnicity are still difficult to overcome. This process' impact on the social development of the Roma child is an indisputable fact that has negative social implications when the child joins the school community. Predicting and overcoming these consequences implies conceptual researches amongst basic and innovative resources of teaching practice. The educational environment and its components have a social supporting effect in view of the permanent processes of social development of the child from the Roma ethnic group. There is no doubt that the teacher and the children from the class community have a stimulating role in this process.
Availability of Activities and Appropriateness of Graphical Illustrations in Recommended Economics Textbooks for Senior Secondary School Students
Author: Yahya, Deborah Oreoluwa
Date: 2019-00-00
Type: Journal Articles
Subjects: Learning Activities,Visual Aids,Economics,Textbook Evaluation,Secondary School Students,Textbooks,Role

The study examined the availability of specified activities for teachers and students in the recommended Economics textbooks and also examined the level of appropriateness of graphical illustrations in the recommended Economics textbooks. The study adopted a descriptive survey research design. The population for the study comprised the 14 recommended Economics textbooks by the Ministry of Education in Ogun State senior secondary schools. Four Economics textbooks among those recommended were selected for the study using simple random sampling technique. One research instrument titled Economics &quot;Textbook Assessment Checklist (ETAC)&quot; was used to elicit information on the availability of activities and appropriateness of graphical illustrations in Economics textbooks. The data were analyzed using frequency count and percentages. The result showed that among the recommended textbooks, only Textbook B (New Approach Economics) had the specified activities for teachers and students. The result further showed the level of appropriateness of Textbook D (78%), Textbook B (67%), Textbook C (64%) to be high while Textbook A (42%) was moderate. The study concluded that the specified learning activities were not available in all the textbooks and that the appropriateness of the graphical illustrations in the textbooks was between high and moderate level.
Web-Based Homework Systems: Students&apos; Perceptions of Course Interaction and Learning in Mathematics
Author: Serhan, Derar
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Student Attitudes,Active Learning,Feedback (Response),Student Motivation,College Students,College Mathematics,Mathematics Instruction,Web Based Instruction,Educational Technology,Instructional Effectiveness,Teacher Student Relationship,Peer Relationship

The use of web-based homework management systems has been on the rise for the past few years. These systems provide digital alternatives to the traditional paper-and-pencil assignments. The current study aimed at investigating student perceptions of the impact of the use of web-based homework systems on students' active learning in mathematics. The study also investigated the effects of specific features of these systems such as immediate feedback and multiple attempts on student motivation and practice. Ninety-seven college students enrolled in a mathematics course participated in this study. Data were collected using a 5-point Likert-type questionnaire. The results indicated that students had a positive attitude toward the use of web-based homework systems and they also felt motivated to do more practice using the different features of these systems. Students perceived the web-based homework systems to have a positive influence on their learning experience in the classroom.
Biology Learning Station Strategy (BLISS): Its Effects on Science Achievement and Attitude towards Biology
Author: Rogayan, Danilo V., Jr.
Date: 2019-00-00
Type: Journal Articles
Subjects: Biology,Science Achievement,Science Instruction,Junior High School Students,Scientific Attitudes,Student Attitudes,Foreign Countries,Action Research,Pretests Posttests,Intervention,Positive Attitudes,Correlation,Individualized Instruction,Learning Strategies

Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students? Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive relationship between Science achievement and attitude towards Biology.
Designing Mobile Learning App to Help High School Students to Learn Simple Harmonic Motion
Author: Pambayun, Bima
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Teaching Methods,Physics,Science Instruction,Computer Software,Handheld Devices,Telecommunications,Foreign Countries,Motion,Pretests Posttests,Comparative Analysis,Science Achievement,Scores,Achievement Gains

The tremendous development of information and communication technology, especially the existence of smartphone, has a huge impact on people lifestyle. Smartphone technology allows several of applications to make life easier. Most of teenagers in Indonesia have been familiar with smartphone technology which can be potentially used on educational field. In this study, we have developed mobile learning apps to help high school students in learning simple harmonic motion. In the past time, students who want to study physics by themselves usually only could rely on traditional books. With this mobile learning app, high school students can study anywhere and anytime. The developed mobile learning apps have been tested to a group of students consists of 34 high school students. We used one-group pre-test-and-post-test design to investigate the use of mobile learning app impacts on the students' learning achievements. The average N-gain score of 0.33 shows that there is a medium gain of students' learning achievements.
Variables Affecting Social-Emotional Development, Academic Grit and Subjective Well-Being of Fourth-Grade Primary School Students
Author: Bozgün, Kayhan
Date: 2020-07-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Academic Persistence,Resilience (Psychology),Well Being,Grade 4,Elementary School Students,Gender Differences,Individual Differences,Reading Habits,Early Childhood Education,Foreign Countries

This study aims to examine the effects of some demographic variables on the social-emotional development, academic grit and subjective well-being of fourth-grade primary school students. The sample of this cross-sectional study consisted of 582 fourth grade primary school students. Data were collected using the Social-Emotional and Character Development Scale, the Academic Grit Scale, and the Subjective Well-Being in School Scale. It lasted around 30 min to answer the data collection tools. Data were analyzed using the SPSS 23 program. In this study, the levels of social-emotional development, academic grit and subjective well-being were higher in female students who received preschool education, and had a high frequency of daily book-reading. In addition, the multivariate main effects of students' gender, pre-school education and frequency of daily book-reading were significant. Relevant trainings can be organized in cooperation with universities and school counselling services to raise awareness of both teachers and families about daily book-reading. This can have an impact on students' academic grit, subjective well-being and social-emotional development.
Constructing and Measuring of the Critical Success Factors of College Students&apos; International Mobility: Application of Analytic Hierarchy Process (AHP) Method
Author: Tsai, Shu-Min
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,Student Mobility,College Students,Study Abroad,College Faculty,Language Skills,Global Approach,Student Attitudes,Student Adjustment,Bilingualism,Cultural Awareness,Success

With the increasing popularity and importance of globalization issues, &quot;global mobility&quot; has become one of the important education policies of Taiwan's higher education. Many universities have actively applied &quot;Shuei-Hai-Fei-Yan&quot; and &quot;Shuei-Hai-Shi-Jhu&quot; programs to follow the trend of globalization and arrange outstanding students to participate in overseas training or internships in order to strengthen the cultivation of university students' global mobility. However, under the impact of the trends of &quot;globalization&quot;, &quot;lower birth rate&quot; and &quot;digitalization&quot;, it is necessary to explore the critical success factors of global mobility of college students. This study takes a teacher and Student University in southern Taiwan as the research object, and applies Analytic Hierarchy Process (AHP) and questionnaires on 11 experts and 174 students. The results of the study found that: (1) the major aspects of factors for teachers using AHP to recognize the critical success factors of university students' international mobility are &quot;environmental adaptability&quot;, &quot;international language skills&quot;, &quot;challenges and adventures&quot;, and &quot;global vision&quot;; the perspectives of college students are &quot;challenging and adventurous&quot;, &quot;global vision&quot;, &quot;environmental adaptability&quot;, and &quot;international language ability&quot;; (2) AHP experts recognize that among the 13 key elements of the secondary aspect of the key success factors for international mobility of college students, their weights are ranked in the top five in sequence: &quot;fluent international language or oral expression ability&quot;, &quot;oversea life adaptability&quot;, &quot;clear message conveyed in international languages&quot;, &quot;overseas psychology adaptability&quot;, &quot;adaptability for overseas work/study abroad&quot;; and the perspective of university students is &quot;multicultural tolerance or acceptance&quot;, &quot;try or experience new things&quot;, &quot;dare to challenge difficult tasks&quot;, &quot;cross-cultural thinking perspective&quot;, and &quot;without the fear of risks or failure&quot;.
Students&apos; Transition from Face to Face Learning to Online Learning at Higher Education: A Case Study in Trinidad and Tobago
Author: Julien, Gabriel
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Adjustment,Conventional Instruction,Electronic Learning,Foreign Countries,Undergraduate Students,Online Courses,Educational Policy,Student Experience,Student Attitudes,Mathematics Instruction,Peer Relationship

This action research highlights the experiences of undergraduate students as they transit from face to face learning to online learning at a higher education institution in Trinidad and Tobago. A review of the existing literature within the local context indicated that there exists a dearth of information about the experiences of these students. It is imperative that policy makers pay more attention and consideration to the voices of these students especially when they are formulating policies that pertain to online learning. Consequently, a case study was conducted to carefully ascertain students' experiences during this transition. Fifteen undergraduates participated in this study. Informal structured interviews and semi-structured questionnaires were employed. Data were analyzed with the use of three major thematic headings: Online learning (ONL) is a possible instructional option, Face to Face learning (F2F) is essential for Mathematics and Face to Face learning (F2F) is necessary for human interaction. Recommendations for the use of more ONL education were offered.
A Student with a Learning Disability and Multi-Step Equations with Fractions
Author: Hord, Casey
Date: 2020-00-00
Type: Journal Articles
Subjects: Learning Disabilities,Equations (Mathematics),Fractions,Mathematics Instruction,Tutoring,Calculators,Mathematics Anxiety,High School Students,Algebra,Teaching Methods,Secondary School Mathematics

The researchers conducted a microanalysis of two purposefully sampled sessions of a tutor working with a student with a learning disability (LD) engaging with multi-step equations with and without fractions. During the tutoring sessions, the student experienced quick, independent success on equations without fractions, but struggled considerably when fractions were embedded in the equations. When the tutor supported the student with gestures, verbal instruction, and managing his work on paper, the student was able to make some progress. The situation described in this study presents challenges for teachers regarding when to let students use a calculator for solving fraction computations versus when to teach fraction concepts as well as how to support a student with an LD who is struggling with possible anxiety while engaging with challenging mathematics.
Enhancing Science Vocabulary Knowledge of Students with Learning Disabilities Using Explicit Instruction and Multimedia
Author: VanUitert, Victoria J.
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Video Technology,Multimedia Instruction,Science Achievement,Memorization,Teaching Methods,Science Instruction,Evidence Based Practice,Best Practices,Science Tests,Scores,Prediction,Students with Disabilities,Learning Disabilities,Middle School Students,Science Teachers,Intervention,Computer Software,Pretests Posttests

Science includes a multitude of specialized terms that are not consistently taught using effective practices. Often, students with disabilities rely on ineffective strategies in order to memorize word definitions, which inhibits their science achievement. Using a counter-balanced design, we tested whether having access to multimedia videos that incorporate evidence-based practices would influence participating students' scores on vocabulary assessments. Additionally, we investigated whether the number of video views by students predicted assessment scores. Results from this study demonstrated positive science assessment outcomes when students have access to the multimedia videos. Overall, a greater number of video views predicted better student assessment outcomes. Implications for multimedia video use and future research are discussed.
Role of School Counselors and the Factors that Affect their Practice in India
Author: Thomas, Elizabeth
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,School Counselors,Counselor Role,School Counseling,Counseling Services,Advocacy,Prevention,Career Planning,Counselor Attitudes

This article summarizes the responses of the sample of Indian school-based counselors who contributed data to the international factor analysis that identified five dimensions of practice. Forty-five complete surveys (i.e., the International Survey of School Counselor's Activities) were obtained from Indian school-based counselors most of whom had a Master's degree in counseling psychology. Counseling Services, Advocacy and Systemic Improvement, Preventive Programs, and Educational and Career Planning were all considered important components of role. Activities related to the Administrative Role were considered as inappropriate. Compared to the other countries, the scores from India suggest that the school-based counselors gave relatively high importance to Counseling Services, Advocacy and Systemic Improvement, Preventive Programs, and Administrative Role. These results are interpreted with respect to important contextual factors operating in India which influence the work of counselors in school.