ethanporcaro/eric-fulltext-meta huggingface dataset:
Motivation to Pursue a PhD in Computing: Black Students in Historically Black Colleges and Universities
Author: Cossa, José
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Motivation,Computer Science Education,African American Students,Black Colleges,Graduate Students,Student Attitudes,Employment Potential,Influences

This study investigates the motivation of African American master's degree students in computing to pursue a PhD in Computing. Specifically, we sought to understand the motivation of those students attending Historically Black Colleges and Universities (HBCUs) in the United States. Our framework was founded on the premise that an adequate theoretical rooting of broadening participation calls for reflections on the nature and practice of justice. Motivation, nonetheless, remained the core factor, albeit addressing it within a context of justice or lack thereof. The study shows that while most students seem intrinsically motivated by a desire to learn, leading to a likelihood to pursue a PhD, extrinsic factors such as funding and employability constitute the highest hindrance to such likelihood.
Arrangment of Responsibility Character Module Using Expert Validation
Author: Astuti, Budi
Date: 2019-08-00
Type: Journal Articles
Subjects: Independent Study,Self Management,Foreign Countries,Student Responsibility,Needs Assessment,Learning Modules,Undergraduate Students,Student Motivation,Student Behavior

This study aims to produce responsibility character module to improve student self-regulated learning. The research method uses research and development. The research subjects involved in the need assessment were 248 students of Guidance and Counseling, School of Education, Universitas Negeri Yogyakarta which was obtained by random sampling technique. Data collection using the scale of self-regulated learning. The scale of self-regulated learning is adapted from Zimmerman's theory which consists of three aspects: cognitive, motivation and behavioral aspects. Data were analyzed using mean test. The result of the need assessment is used as a reference to develop the responsibility character module to improve student self-regulated learning. This study successfully created a module of responsibility character to improve university students' self-regulated learning which is consisted of 12 materials that had been validated and revised; therefore it is eligible to be implemented in the self-regulated learning context.
Re-Imagining Pedagogy for Early Childhood Education Pre-Service Curriculum in the Face of the COVID 19 Pandemic
Author: Mphahlele, Ramashego Shila Shorty
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Early Childhood Education,Preservice Teacher Education,Online Courses,School Closing,Kindergarten,Preschool Curriculum,Distance Education,Barriers,Access to Computers,Educational Technology,Technology Uses in Education,Technological Literacy,Socioeconomic Status,Foreign Countries

COVID-19 has caused a change in the demography of the Early Childhood Education (ECE) teaching fraternity. This paper problematizes the ECE curriculum delivery gap created by the influence of COVID-19. Central to this paper is the assumption that online learning might limit the stimulation of children's holistic development. Reflecting on their experiences, the authors examine the influence of COVID-19 on pedagogy for ECE preservice and kindergarten curriculum through the lens of design thinking theory. The reflections are based on one open and distance learning institution in South Africa and one kindergarten program in Canada. The findings reveal challenges, such as digital inequality brought on by socioeconomic imbalances and opportunities. The authors suggest the digital literacy skills needed to mitigate the influence of COVID-19 in the ECE preservice and kindergarten curriculum delivery.
Cognitive Load and Its Relationship with Mental Capacity in Accordance with Their Levels at Students of the Secondary Stage in Terms of Sweller Theory
Author: Aburayash, Hussain
Date: 2019-08-00
Type: Journal Articles
Subjects: Cognitive Processes,Difficulty Level,Cognitive Ability,Secondary School Students,Grade 11,Grade 12,Gender Differences,Foreign Countries,Specialization,Correlation

The study aimed to identify the cognitive load and its relationship with mental capacity in accordance their levels at the students of the secondary stage in the terms of Sweller theory. The study sample consisted of (300) male and female eleventh and twelfth grade students from the leadership schools in Amman. The researcher used the cognitive load scale and the mental capacity scale. The results showed a high level of cognitive load in male and female, a high cognitive Load on students of scientific specialization rather than literary specialization, and that the mental capacity of the study sample in general is moderate, and that the mental capacity of students of scientific specialization is high compared to the mental capacity of students of literary specialization. In addition, that the association between higher mental capacity and cognitive load was higher in males than in females, and that the relationship between the mean mental capacity of both sexes with the cognitive load was statistically significant.
Teaching and Learning as &quot;CANVAS Ambassadors&quot; during the COVID-19 Pandemic: Faculty Experiences at One Historically Black College and University
Author: Dorsey-Elson, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Integrated Learning Systems,COVID-19,Pandemics,Teaching Experience,College Faculty,Teacher Attitudes,Black Colleges,Distance Education,Web Based Instruction,Faculty Development

In this article, we explore the experiences and self-reflections of faculty as CANVAS Ambassadors at Morgan State University, a Historically Black University in Baltimore, Maryland, during the COVID-19 global pandemic. The university transitioned to remote/online instruction using the CANVAS™ learning management system in March of 2020. The findings include several themes and lessons: the positive impact on colleagueship when faculty train faculty, the ability to close technology gaps, and the opportunity to broaden overall faculty teaching and learning development at the university. The paper suggests an example of transferable learning experience to other universities and suggests future research plans in preparation for unpredictable teaching and learning in education.
Use of VR Headsets in Education: A Systematic Review Study
Author: Çankaya, Serkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Simulation,Technology Uses in Education,Literature Reviews,Content Analysis,Educational Research,Elementary Secondary Education,Higher Education

In recent years, it can be said that the use of new virtual reality related technologies increased swiftly. Especially virtual reality headsets have become an important device in virtual reality and augmented reality applications. As a consequence of these developments, researchers started to investigate the use of virtual reality headsets in many fields. In this respect, the purpose of this study is to perform a systematic review with content analysis on the articles about the use of VR headsets in education in the Scopus database between 2014 and 2019. A total of 49 related article were found and examined to determine the major topics, research methods/models, most cited papers, data collection tools, participants and variables in these articles. Because no systematic review study has been conducted on this topic in literature, the study is considered to be important. As a result, it was found that the number of studies about the use of virtual reality headsets in education tends to increase by year. In addition, it was seen that quantitative methods as research methods, undergraduate students as participants, and pretest-posttests as data collection tools were the most favored ones. Besides, it was found that usability and experience were the most preferred dependent variables.
A Structural Equation Modeling on Pandemic Session Dataset: Turkish University Students&apos; New Media Literacy
Author: Yavuzalp, Nuh
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Integrated Learning Systems,Self Efficacy,Student Attitudes,Literacy,Emotional Response,Persuasive Discourse,Online Courses,Self Management

This study was conducted to examine the relationship among university students' new media literacy, epistemic emotions, argumentativeness, online self-regulation learning, and online learning self-efficacy perceptions. An associational research design guided the study including structural equation modeling analysis. A total of 3395 students from a state university in Turkey participated in the study through online learning management system of the university during COVID-19 pandemic period. Five different Likert scales were utilized to collect data. Analyses showed that university students' self-efficacy perceptions and online self-regulated learning skills seemed to be effective on their epistemic emotions, argumentativeness and new media literacy skills. Also, participants' epistemic emotions partly predicted their argumentativeness and new media literacy skills. Considering these results, designing online learning environments respectful for university students' intellectual differentiation was suggested.
Is It Possible to Teach English through EBA TV? Exploring Student Teachers&apos; Concerns and Self-Efficacy Beliefs
Author: Kaygisiz, Seval
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Preservice Teachers,Student Attitudes,Teaching Methods,Elementary Secondary Education,Educational Television,Self Efficacy,Teacher Competencies,Context Effect,Teacher Influence,Parent Participation,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education

This qualitative study explored student teachers' perceptions and feelings about teaching English in an emergency remote teaching platform, Educational Information Network TV. To this end, sixty-eight student teachers participated in this study. The participants were first invited to watch English language courses specifically designed for primary and secondary-level education provided through this medium of instruction. They were later asked to write two-page reflective journals on the strengths and weaknesses of these courses drawing upon their own feelings and opinions. Their written reflections were content analyzed, and the findings revealed two main themes: student teachers' concerns and self-efficacy beliefs. More specifically, the student teachers were concerned about macro-level factors, pedagogical issues, teachers' competencies, and context-dependent factors. Additionally, the findings shed light on the contributing factors to their self-efficacy beliefs. They attributed their future success to student-oriented factors, teacher-oriented factors, and parental involvement. The overall findings showed that their concerns outweighed their perceived self-efficacy beliefs. We hope that these findings will inform second language teacher education programs for the future since it could be of pivotal importance to prepare student teachers for distance or online learning platforms by helping them deal with their concerns and enriching their self-efficacy beliefs in their own teaching contexts.
The Effectiveness of Evidence-Based Reasoning in Inquiry-Based Physics Teaching to Increase Students&apos; Scientific Reasoning
Author: Erlina, Nia
Date: 2018-00-00
Type: Journal Articles
Subjects: Inquiry,Science Instruction,Logical Thinking,Teaching Methods,Physics,Secondary School Science,Secondary School Students,Instructional Effectiveness,Thinking Skills,Student Attitudes,Evidence Based Practice,Foreign Countries,Science Process Skills

Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students' scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students' scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general.
The Vocational Upper Secondary Schools Students&apos; Knowledge and Their Attitudes toward Wolves
Author: Oražem, Vesna
Date: 2018-00-00
Type: Journal Articles
Subjects: Animals,Vocational Education,Secondary School Students,Student Attitudes,Knowledge Level,Environmental Education,Foreign Countries,Regression (Statistics)

Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores.
The Effects of Model Supported Cooperative and Individual Learning Methods on Prospective Science Teachers&apos; Understanding of Solutions
Author: Ozdilek, Zehra
Date: 2018-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Independent Study,Preservice Teachers,Problem Solving,Science Teachers,Scientific Concepts,Chemistry,Science Tests,Science Achievement,Models,Multiple Choice Tests,Scores

This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one--way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests.
You Know Your Story: Immigrant Youth, Pre-Service Teachers, &amp; a Summer English Program
Author: Hones, Donald
Date: 2021-00-00
Type: Journal Articles
Subjects: Immigrants,Preservice Teachers,Summer Programs,English Language Learners,Student Projects,Poetry,Art Activities,School Community Programs,Middle School Students,High School Students,Cultural Awareness

This article presents how over two summers the authors worked with students from Syria, Pakistan, Tanzania, Mexico, Honduras, China, and Vietnam to create their own chalkboard project. They wrote &quot;I am&quot; poems and &quot;I remember&quot; memories. They engaged in the arts, creating their personal comic book heroes and leaving inspired messages in chalk on the sidewalks downtown. They took a chalkboard workshop to the streets of Oshkosh, to a retirement home, to the school district office, and to the university, where they asked and answered thought-provoking questions in a dialogue with university students, teachers, and community members.
Reshaping Assessment and Accountability in 2021 and Beyond
Author: O'Keefe, Bonnie
Date: 2021-05-00
Type: Journal Articles
Subjects: Accountability,Educational Assessment,Educational Legislation,Federal Legislation,Elementary Secondary Education,National Competency Tests,Educational Trends,Futures (of Society),State Boards of Education,Agency Role

COVID-19 gave the country a crash course in public health data. It underscored the value of data that can support well-informed, timely action in a crisis. Good data are just as important for education systems in crisis. Schools and districts have been struggling to reach and educate students safely. Students who were disproportionately underserved before the pandemic--including low-income students, students of color, English learners, and students with disabilities--are experiencing more severe educational setbacks now. The education crisis is unlikely to end anytime soon. This article presents a short history of accountability, followed by a new vision of accountability and assessment, along with information on the role of state boards in reshaping assessment and accountability.
Data in the Educational and Social Sciences: It&apos;s Time for Some Respect
Author: Braun, Henry
Date: 2021-00-00
Type: Journal Articles
Subjects: Data Use,Social Sciences,Data Analysis,Data Interpretation,Models,Statistical Analysis

This article introduces the concept of the carrying capacity of data (CCD), defined as an integrated, evaluative judgment of the credibility of specific data-based inferences, informed by quantitative and qualitative analyses, leavened by experience. The sequential process of evaluating the CCD is represented schematically by a framework that can guide data analysis and statistical inference, as well as pedagogy. Aspects of each phase are illustrated with examples. A key initial activity in empirical work is data scrutiny, comprising consideration of data provenance and characteristics, as well as data limitations in light of the context and purpose of the study. Relevant auxiliary information can contribute to evaluating the CCD, as can sensitivity analyses conducted at the modeling stage. It is argued that early courses in statistical methods, and the textbooks they rely on, typically give little emphasis to, or omit entirely, discussion of the importance of data scrutiny in scientific research. This inattention and lack of guided, practical experience leaves students unprepared for the real world of empirical studies. Instructors should both cultivate in their students a true respect for data and engage them in authentic empirical research involving real data, rather than the context-free data to which they are usually exposed. [Note: The page range (447-463) shown on the PDF is incorrect. The correct page range for this article is p447-462.]
Teacher Diversity and Student Success
Author: Lindsay, Constance A.
Date: 2021-09-00
Type: Journal Articles
Subjects: Diversity (Faculty),Academic Achievement,Public School Teachers,Minority Group Teachers,Minority Group Students,Teacher Recruitment,Teacher Persistence,State Policy,Teacher Employment,Teacher Education Programs

Given the evidence of positive effects on students of having at least one teacher who shares their race or ethnicity, state boards of education, other state policymakers, and school leaders need to recognize teachers' race and ethnicity as markers of teacher quality. Whether purposefully or not, education systems have long defined teacher quality based on what is best for White students. Asserting that diversity is a dimension of quality can disrupt practices that privilege one group of students over another and can level the playing field for teachers and students of color, who stand to benefit most from a diverse teaching force. By explicitly equating diversity with quality, state policymakers can affirm the unique benefits of racially diverse teachers and implicitly elevate diversity as an objective unto itself. This article looks at teacher diversity and student success.
A Feasible Guidance for Ordered Multiple-Choice Items in Students&apos; Hierarchical Understanding Levels
Author: Su, King-Dow
Date: 2019-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Science Tests,STEM Education,Test Items,Scientific Concepts,Student Evaluation,Test Validity,Test Reliability,Test Construction,Undergraduate Students,Foreign Countries,Item Response Theory

This research focuses on students' 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students' conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students' understanding levels. The main methodology of innovative OMC design manifests students' verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students' future perspectives in more collaborative engagements with further administering OMC items.