ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Interactive E-Book User Log Variables to Track Reading Processes and Predict Digital Learning Outcomes
Author: Yang, Dandan
Date: 2021-09-00
Type: Journal Articles
Subjects: Electronic Publishing,Books,Computer Assisted Instruction,Reading Processes,Data Collection,Learning Analytics,Alternative Assessment,Predictor Variables,Electronic Learning,Decision Making,Time on Task,Vocabulary Development,Knowledge Level,Elementary School Students,Reading Improvement,Questioning Techniques,Children,Grade 3,Grade 4,Grade 5

Stealth assessment has been successfully embedded in educational games to measure students' learning in an unobtrusive and supportive way. This study explored the possibility of applying stealth assessment in a digital reading platform and sought to identify potential in-system indicators of students' digital learning outcomes. Utilizing the user log data from third- to fifth-grade students (n = 573) who read an interactive Word Knowledge E-Book, we examined various user log variables and their associations with word knowledge and strategic reading outcomes. Descriptive analysis provided a depiction of the real-time reading processes and behaviors in which students engaged while digitally reading. Multiple regression analysis with classroom fixed effects demonstrated that user log variables relevant to answering questions and making decisions (i.e., percentage of embedded questions answered correctly; number of attempts to answer the questions; and making implausible decisions) were significantly associated with students' word knowledge and strategic reading outcomes. Variables indicating reading time and frequency, however, were not significantly associated with these outcomes. This study highlights the potential of interactive e-books as another digital learning environment to establish stealth assessment, which may allow researchers and educators to track students' reading processes and predict reading outcomes while supporting digital learning.
Relationship of Academic Performance and Academic Self-Concept with Career Decision-Making among UPM Undergraduate Students
Author: Mohd Zaini, Siti Nadhirah
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Grade Point Average,Self Concept,Career Choice,Decision Making,College Seniors,Late Adolescents,Undergraduate Students,Academic Ability,Foreign Countries

Choosing the right career paths relevant to their future is probably one of the most challenging decisions confronting the majority of adolescents. Hence, recognition of the factors affecting students' career decisions is more important than ever. This study aimed to investigate the effects of academic performance and academic self-concept in relation to career decision-making among UPM undergraduate students. A quantitative research design using a questionnaire was utilised. The questionnaire, one touching on academic self-concept and the other on career decision-making, was disseminated to the respondents via emails and through social network services in the form of Google Forms. For data on academic performance, the researcher based it on the students' current Cumulative Grade Point Average (CGPA) results. The Multi-stage cluster sampling method was employed to a total of 171 final-year undergraduates from Universiti Putra Malaysia (UPM). The data were analysed using SmartPLS 3. The result of partial least squares structural equation modelling (PLS-SEM) revealed that the students' academic self-concept directly and significantly affects their career decision-making. However, there is no direct relationship between academic performance and career decision-making. This study found that developing students' academic self-concept can assist them to decide on their career paths.
Risk Literacy: What Can Adult Literacy Education Learn from the Decision Sciences?
Author: Saal, Leah Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Literacy,Adult Education,Risk,Problem Solving,Decision Making,Interdisciplinary Approach,Teaching Methods,Numeracy,Graphs

According to the Workforce Innovation and Opportunities Act of 2014, literacy refers to &quot;an individual's ability to read, write, and speak in English, compute, and solve problems [emphasis added], at levels of proficiency necessary to function on the job, in the family of the individual, and in society&quot; (Title 2, §203). Yet, according to the Programme for the International Assessment of Adult Competencies (2017), over half of American adults are ill prepared to solve problems that include: two or more steps or processes, interpret simple statistics and data, integrate two or more pieces of information, or use reasoning to compare and contrast information across print and digital texts. Because adults navigate their literate world with their own experiences, solving novel complex problems where background knowledge may be limited or inaccurate/biased (like many risk literacy frameworks/domains) is a particular challenge (Greenberg &amp; Feinberg, 2018). Yet, in adult literacy education, how often do we consider explicitly teaching problem solving in risk domains? This kind of problem-solving skill is also referred to as risk literacy, or &quot;the ability to evaluate and understand risk&quot; (Cokely et al., 2018, p. 481) in the context of literacy events (Purcell-Gates et al., 2011). This research digest focuses on using an interdisciplinary approach to teaching risk literacy in adult literacy education settings by applying findings and recommendations from decision science research.
A Comparison of Teacher and Student Ratings in a Self-Monitoring Intervention
Author: Bruhn, Allison
Date: 2021-09-00
Type: Journal Articles
Subjects: Comparative Analysis,Self Evaluation (Individuals),Intervention,Student Behavior,Behavior Problems,Student Evaluation,Teacher Student Relationship,Progress Monitoring,Middle School Students,Child Behavior,Screening Tests,Questionnaires,Elementary School Students

Self-monitoring interventions for students with challenging behavior are often teacher-managed rather than self-managed. Teachers direct these interventions by completing parallel monitoring procedures, providing feedback, and delivering contingent reinforcement to students when they monitor accurately. However, within self-monitoring interventions, the degree to which teachers and students agree in their assessment of students' behavior is unknown. In this study, a self-monitoring intervention in which both teachers and students rated the students' behavior, we analyzed 249 fixed interval ratings of behavior from 19 student/teacher pairs to determine the relationship between ratings within and across teacher/student pairs. We found a strong correlation overall (r=0.91), although variability existed within individual pairs and student ratings tended to be higher than teacher ratings. We discuss implications for practice, limitations, and future directions.
Student Attainment Measurement System in Civil Engineering Undergraduate Programme: A Satisfaction Survey
Author: Mohamad, Mazlina
Date: 2021-04-00
Type: Journal Articles
Subjects: Student Evaluation,Civil Engineering,Engineering Education,Undergraduate Students,Student Satisfaction,Foreign Countries,Outcome Based Education

In ensuring the quality of the offered programs in Malaysia, it is crucial to comply with the long chain of Quality Management processes in obtaining and maintaining accreditation of undergraduate engineering programs. One of the processes is to continually and effectively measure the students' attainment of program outcomes amid the implementation of Outcome-Based Education. This paper focuses on MyCOPO system, the evaluation of undergraduate bachelor degree engineering students' attainment measurement system in the Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam. A quantitative survey has been conducted to measure academic staff and students' satisfaction level of MyCOPO implementation in the faculty. This survey has been conducted in line with the university strategy in promoting organisation operational excellence via MyCOPO system, where 47 and 227 respondents were recorded for academic staff and students, respectively. Two sets of questionnaires were designed to determine the impact of the system, the effectiveness on delivery and quality of the system and users' happiness index. This system is found to be impactful in ease the work, increase the quality and provide satisfaction to related parties. The usage of MyCOPO system is effective and the average rating of happiness index for academic staff and students are 8.2 and 7.2 out of 10 for happiness index, respectively.
The Relationship between Workload and Performance of Research University Academics in Malaysia: The Mediating Effects of Career Commitment and Job Satisfaction
Author: Janib, Jamali
Date: 2021-04-00
Type: Journal Articles
Subjects: Correlation,Faculty Workload,College Faculty,Job Performance,Job Satisfaction,Teacher Persistence,Career Development,Industrial Psychology,Stress Variables,Research Universities,Foreign Countries

The purpose of this study is to test the relationship between job workload and academic performance among university academic staff in Malaysia. The paper also attempts to discuss and then seek empirical evidence to the two mediational paths (namely, career commitment and job satisfaction) that explain the focal relationship between job workload and academic performance. To test the three proposed hypotheses, the study used cross-sectional data collected from academic staff serving in Malaysian Research Universities (MRUs). The final sample of 191 valid and complete responses was analysed using SmartPLS 3.3.3 to test the hypotheses. Results showed that workload is negatively related to academic staff performance. In addition, job satisfaction mediates workload and academic staff performance linkage. These findings reinforce the importance of job satisfaction as an influencing factor against the deleterious effect of job workload and academic staff performance. The study has shown that, contrary to our expectations, career commitment does not mediate the relation between job workload and academic staff performance. Going forward, this study provides new insights about the effect of job workload on the performance of university academic staff through intervening variables.
Black Girls Create: Developing a Culturally Responsive Maker Program for Black Girls
Author: Lindsay, LaShawnda
Date: 2021-00-00
Type: Journal Articles
Subjects: African Americans,Females,Culturally Relevant Education,Program Development,STEM Education,Program Implementation

This article describes the development and pilot implementation of a culturally responsive maker afterschool program for Black girls. The pilot of Black Girls Create used social history, culturally responsive pedagogy, and mentoring to engage Black girls in maker-based activities as they learned about Black &quot;Her-STEM&quot; figures: women who made significant impacts in STEM. By the end of the program, girls had used their new maker skills to design and create cultural artifacts and to conduct digital fabrication demonstrations. This article highlights the program design, pilot program outcomes, and successes and challenges associated with the pilot implementation.
Home-School Collaboration in Assessment, Placement, and Individual Education Plan Development for Children with Special Education Needs in Macao: The Views of Parents
Author: Correia, Ana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Family School Relationship,Cooperation,Student Evaluation,Student Placement,Individualized Education Programs,Students with Disabilities,Special Needs Students,Partnerships in Education,Barriers,Participative Decision Making,Access to Information,Feedback (Response),Inclusion,Special Classes,Kindergarten,Elementary School Students,Parent Attitudes

The aim of this study was to explore home-school collaboration in the areas of assessment, placement, and Individual Education Plan (IEP) development for children identified with disabilities or special educational needs (SEN) in Macao. Despite the noted benefits of parent-school partnerships from prior research, minimal research has been conducted from the perspective of parents of children with SEN to examine whether these partnerships materialize in the context of Macao. Participants included 115 parents of school-aged children diagnosed with SEN. They provided demographic information and completed a 36-item questionnaire derived from two validated instruments. The research identified a range of factors which hinder parental involvement in decision-making and in the inclusion of children with SEN in optimal ways in Macao schools. Parents indicated they were not receiving relevant information and assessment feedback from the teachers; they were minimally involved in the IEP process, and their children were not receiving one-to-one support, regardless of the type of placement. Parents also underlined issues related to the timing of assessment procedures. Parents of children attending special classes in regular schools voiced more satisfaction with support provision than parents of children following the full inclusion model. Recommendations about how services could be improved for greater parental involvement are discussed.
Designing Professional Development Resources to Meet the Needs of OST STEM Educators
Author: Clark, Joëlle
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Needs,STEM Education,Learner Engagement,Disproportionate Representation,Extracurricular Activities,Elementary School Students,Middle School Students,Astronomy,Curriculum Development,Learning Activities

Flexibility, opportunities for exploration, and a focus on 21st century skills make out-of-school time (OST) programs an ideal environment for authentic learning in science, technology, engineering, and mathematics (STEM; Committee on STEM Education, 2013; Noam &amp; Shah, 2014). In addition, because OST programs serve significant populations of young people who are underrepresented in STEM, they may be able to reduce the opportunity gap for these youth and help to enhance youth learning and engagement. This article presents one approach to the design and development of professional learning resources for OST educators as they implement a high-quality STEM curriculum. The resources were developed as a team, based on research into the STEM professional development needs of OST practitioners, and they constitute a form of self-driven professional learning. The tiered system of professional development resources developed may guide other OST STEM programs toward providing the professional learning resources OST educators need to facilitate quality instruction.
How the Funds of Knowledge Theory Shifted Teachers&apos; Dominant Narratives of Family Involvement
Author: Szech, Laura
Date: 2021-00-00
Type: Journal Articles
Subjects: Family Involvement,Cultural Background,Teacher Student Relationship,Elementary School Students,Faculty Development,Diaries,Teacher Attitudes,Elementary School Teachers,Middle Class,Whites,Family School Relationship,Cultural Awareness,Culturally Relevant Education,Student Diversity,Teaching Methods,Power Structure,Educational Practices

The purpose of this study was to understand how teachers reproduce and eventually resist middle-class, White, dominant narratives of family involvement so they can better engage with all students and families. This study occurred in an elementary school setting during a semester-long afterschool professional development course with nine elementary school teachers. The study employed a basic qualitative design with data sources such as field notes, discussion transcriptions, and participant journals. Results showed that teachers initially reinforced and reproduced middle-class, White, normative expectations of family involvement through their means of communication, the values they expressed, and the physical expectations placed on families. Results also showed that explicit work in this area, especially using the theory of funds of knowledge, led to change and opportunities for new, more culturally sustaining practices.
Slippery Beasts: Why Academic Freedom and Media Freedom Are so Difficult to Protect
Author: D'Agostino, Fred
Date: 2021-00-00
Type: Journal Articles
Subjects: Academic Freedom,Freedom of Speech,Journalism,Democracy,Standards,Integrity,College Faculty,Scientists,Incentives,Diversity,Comparative Analysis,Governance,Universities,Foreign Countries,Ethics

It is easy to confuse academic freedom with freedom of speech, but it is illuminating to consider the responsibilities that frame academic freedom and thus distinguish it from the less constrained freedoms to speak that characterise our roles as citizens of democratic societies. In particular, scholars and scientists are subject to standards of rigour and integrity. While academics sometimes fail to live up to these standards, we consider a difficulty that arises even when they do. This is a collective action failure that arises because of the incentives that motivate choices of topics and approaches by scholars and scientists and it results in overconcentration of academic effort. Diversity within the academy is a potential antidote to this difficulty. We explore these issues from within our different professional perspectives and note some analogies between the situation of academics on the one hand and journalists on the other.
The Role of Parents during the Middle School Years: Strategies for Teachers to Support Middle School Family Engagement
Author: Bachman, Hadley F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Role,Middle School Teachers,Middle School Students,Family Involvement,Teacher Role,Developmentally Appropriate Practices,Interpersonal Relationship,Interpersonal Communication,Early Adolescents,Student Needs,Trust (Psychology),Relevance (Education),Homework,Metacognition,Decision Making,Standards

Family engagement in middle school is essential to ensure optimal learning. Middle-level educators (typically Grades 5 or 6 through Grade 8 in the U.S.) play a pivotal role in helping to guide parents' understanding of their evolving roles in supporting their adolescents' academic success. Students particularly benefit from (a) parental support for learning that is developmentally appropriate, and (b) age-appropriate boundaries and positive relationships resulting in the perception that adults in their lives care. These strategies, supported by open lines of communication and effective partnerships between schools and parents, can support the academic success of middle school students and build collective trust between educators and parents. In this article, we provide research-based strategies for middle-level educators to effectively communicate with parents to bolster developmentally appropriate family engagement. These strategies are paired with examples demonstrating how the research translates into practice.
What Crisis of Academic Freedom? Australian Universities after French
Author: Watts, Rob
Date: 2021-00-00
Type: Journal Articles
Subjects: Universities,Academic Freedom,Judges,Administrator Attitudes,Educational Policy,College Administration,Educational Practices,Standards,Guidelines,Higher Education,Freedom of Speech,Neoliberalism,Reports,Foreign Countries

In November 2018, the Australian Government commissioned Robert French, a former Chief Justice of the High Court, an active scholar and Chancellor of the University of Western Australia, to report on the state of academic freedom in Australian universities. In particular, French was also asked to assess the effectiveness of university policies and practices to address 'the requirements of the Higher Education Standards Framework to promote and protect freedom of expression and intellectual inquiry on Australian campuses.' In this article, Rob Watts addresses several questions: How did French (2019) understand 'academic freedom'? Does the impact of neoliberal policies on Australia's universities raise questions about academic freedom? and How then should academic freedom be understood?
A Self-Selection Mechanism for Appointed External Members of WA University Councils
Author: Schröder-Turk, Gerd E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Administration,Governing Boards,Administrators,Personnel Selection,Bias,Diversity,Group Dynamics,Decision Making,Expertise,Competence,Governance

The governing boards of Australian public universities, known as Senates or Councils, are bodies with broad legislated powers. The composition of these bodies is crucial to ensuring sound strategic management of universities and maintaining academic standards. The key aspect of Council processes in Western Australian (WA) that this article seeks to highlight is the mechanism by which new appointed Council members are selected, and the dominant role that a committee composed predominantly of appointed members plays in this process, thereby creating a risk of a self-reinforcing selection bias. This is a noteworthy, but as yet unrecognised, effect of changes to State legislation in 2016. Changes to the legislated membership rules for key committees, particularly the Nominations Committee, mean the appointed members control the appointments of new appointed members. Such self-selection mechanisms carry the risk of reducing diversity amongst new appointments and consequently further increasing group homogeneity. Too high a degree of homogeneity, in turn, may negatively impact on the quality of Council decision making, particularly in relation to groupthink bias. In practice, membership of Councils in Western Australia is skewed to those without substantive experience in or affiliation with the higher education sector. This paper presents the conditions that may have enabled this shift in the expertise and competencies of University governing bodies and considers the consequences of this transition for the governance of universities.
Corporate Power and Academic Freedom
Author: Bonnell, Andrew G.
Date: 2021-00-00
Type: Journal Articles
Subjects: Corporations,Academic Freedom,Educational Finance,Universities,Teaching Methods,Private Financial Support,Faculty Publishing,Power Structure,School Business Relationship,Donors,Ideology,Foreign Countries,Research,Institutional Autonomy,College Faculty,Integrity,Pharmacy,Drug Therapy

Traditionally, threats to academic freedom are associated with repressive government actions, and sometimes also with compliant university managers. In democracies, academic freedom can be undermined in more subtle ways. Where public funding for university research and teaching has diminished, universities have increasingly pursued relationships with, and money from, the private sector. Private funding can come with expectations that have the potential to limit academic freedom. There is a body of literature that documents ways in which some pharmaceutical companies, in particular, have sought to exercise undue influence on research and publications by academics. So-called 'philanthropic' funding can also function as a Trojan Horse for corporate influence and the business or ideological objectives of donors. This paper examines the problem of corporate power on campus and considers possible remedies, including binding codes of conduct for universities' relations with external partners.