ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Mobile Phones in Education
Author: Gábor, Korösi
Date: 2015-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Foreign Countries,Teaching Methods,Educational Technology,Technology Uses in Education,Internet,Teacher Attitudes,Ownership,Questionnaires,Age Differences,Student Attitudes

It is well-known that mobile phone usage during lessons is, according to social standards, unwanted not only in several countries worldwide but also in Serbia. The Ministry of Education cannot handle effectively mobile phones, tablets, and other potential alternative educational methods or supplements. Thus, the easiest solution has become widespread; namely, to ban phones entirely out of classrooms. However, scratching the surface would not eliminate problems; it would just delay them given the fact that educational experts in the north treat this issue in a more liberal way. A good example would be Denmark that introduced the BYOT program (Bring Your Own Technology) and is determined to pin down that each school provide Wi-Fi coverage. This research aims to find out how teachers and learners treat this issue on the territory of Vojvodina. The authors attempt to justify their presuppositions according to which teachers feel certain scepticism about mobile phones in the classrooms, especially those teachers who are not owners of a smart phone. Data were collected through an on-line questionnaire with 455 young participants and 49 teachers from 9 municipalities in Vojvodina.
Combining Academic, Noncognitive, and College Knowledge Measures to Identify Students Not on Track for College: A Data-Driven Approach
Author: Soland, James
Date: 2017-00-00
Type: Journal Articles
Subjects: College Readiness,Predictor Variables,Data Analysis,Measures (Individuals),Accuracy,Reliability,National Surveys,Longitudinal Studies,Models

Research shows college readiness can be predicted using a variety of measures, including test scores, grades, course-taking patterns, noncognitive instruments, and surveys of how well students understand the college admissions process. However, few studies provide guidance on how educators can prioritize predictors of college readiness across instruments, constructs, and frameworks to optimally identify students not on track for college. Using a nationally representative dataset with thousands of measures, I employ data reduction techniques to identify a handful of variables that are the strongest predictors of college readiness and understand what they measure. Based on my models, enrolling in college and persisting for a semester can be predicted with almost 90 percent accuracy using a small set of predictors. Evidence suggests these predictors measure academic preparation, postsecondary aspirations, teacher perceptions of readiness, and socioeconomic status. Educators can use results to help identify appropriate supports for students not on track for college.
The Impact of Socioeconomic Status on the Occurrence of Perfectionism in Primary School Gifted Students
Author: Krstic, Marina
Date: 2015-00-00
Type: Journal Articles
Subjects: Elementary School Students,Academically Gifted,Socioeconomic Status,Personality Traits,Foreign Countries,Correlation

Various pressures and influences of family, society, media, and other agents of socialization on individuals and their own pressures, associated with setting unrealistic goals and requirements lead to a life filled with worry, frustration and guilt, (Ferbezer, 2002). Perfectionism emerges especially as a negative trend in the behaviour of a person, appearing in childhood when an individual performs different roles in society. There are a number of factors that lead to the emergence of perfectionism in gifted but, Slaney and Ashby (1996) also suggest that parents consider that the style of education is a major factor in the development of perfectionism in gifted children. In this research the impact of socio-economic status of the families on the appearance of perfectionism in gifted children will be examined and researched. The results are expected to help improve the condition and acceptability of the gifted students in primary education.
Using a CAS Self-Study to Teach Assessment Practice
Author: Bourke, Brian
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Standards,Evaluation,Masters Programs,Teaching Methods,Student Projects,Graduate Students,Self Evaluation (Groups)

There are likely as many approaches to teaching assessment as there are people teaching assessment. Graduate courses on assessment can be structured with a singular focus, such as learning outcomes assessment, or along a competencies-based framework. Such frameworks include the Assessment Skills and Knowledge (ASK) Standards developed by College Student Educators International (ACPA) in 2006 and the ACPA/NASPA Professional Competencies (Bresciani &amp; Todd) introduced in 2010 and revised in 2015, which include the Assessment, Evaluation, and Research competency area. The purpose of this article is to share reflections on an approach to teaching assessment through the use of a CAS Standards (Council for the Advancement of Standards in Higher Education, 2012) self-study in a master's level assessment course during the Fall 2015 semester.
Proof in the Pudding: Implications of Measure Selection in Academic Outcomes Assessment
Author: Priniski, Stacy J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Student Personnel Services,College Outcomes Assessment,Pretests Posttests,Measurement Techniques,Selection,Guidance Centers,Grade Point Average,Undergraduate Students,Comparative Analysis,Questionnaires

Academic outcomes assessment in student affairs is integral for both service improvement and demonstrating the unit's value to the university's academic mission. However, identifying the right measures is challenging. We implemented three common measures (pre-post self-reported academic functioning, retrospective perceptions of service impact, and semester grades) within a single counseling center client sample (N = 368) and examined the impact of measure selection on the representativeness of client subsamples and the conclusions that might be drawn about service effectiveness. Students' perceptions of academic outcomes suggested greater impact than pre-post or grade measures overall but all three showed positive effects for clients identified as academically at-risk at baseline. No single measure captured a fully representative sample of clients. Rather than providing evidence for one &quot;best&quot; measure, results point to the importance of using multiple measures to assess academic outcomes. Implications for best practices in service outcomes assessment are discussed.
Stories in Different Domains of Child Development
Author: Gnjatovic, Dragana
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Child Development,Preschool Teachers,Teacher Attitudes,Semi Structured Interviews,Story Telling,Language Acquisition,Creative Development,Play,Preschool Children,Technology Uses in Education

This article is based on the results gained from the research about the perception teachers have about stories. The study was conducted in Sweden and the main purpose was to partially fulfil the requirements for Erasmus Mundus joint degree &quot;International Master of Early Childhood Education and Care&quot;. In accordance with previous research that are based, on the benefits of story-based practice for the child development, this research analyzes and discusses teachers' perceptions of the stories in their practice. In order to get the answers to the research question, a small-scale interview study was conducted. Data was collected in four preschools in South-western Sweden, including one international and three Swedish preschools. The data was collected through semi-structured interviews. The questions were designed as open-ended in order to gain broad and deep information about the teachers' perceptions on stories in preschool practice. The study adopted Vygotsky's socio-cultural theory as a theoretical framework. The study showed that the new technological era, brings innovative approach to teaching and learning though the teachers still appreciate and value a good story. They argue that storytelling should be part of early childhood practice and preschool curriculum. This study looked at the teachers and their perception of stories since studies about teachers' perspectives are not in abundance. Certainly, the understanding of the importance of the stories, would be more evident, if some of the future studies would consider the views of children regarding stories in their childhood.
Examining Construct Validity of the Quantitative Literacy VALUE Rubric in College-Level STEM Assignments
Author: Gray, Julie S.
Date: 2017-00-00
Type: Journal Articles
Subjects: STEM Education,Construct Validity,Scoring Rubrics,Numeracy,Assignments,Factor Analysis,Undergraduate Students,Performance Based Assessment,Core Curriculum,College Curriculum,Statistical Analysis

Data-driven decision making is increasingly viewed as essential in a globally competitive society. Initiatives to augment standardized testing with performance-based assessment have increased as educators progressively respond to mandates for authentic measurement of student attainment. To meet this challenge, multidisciplinary rubrics were developed as a method of scoring student work samples. The current study utilized confirmatory factor analysis to examine ratings of student work (N = 245) using the Quantitative Literacy VALUE Rubric from the Association of American Colleges and Universities. The study examined a conceptual model of the six skill measures from the rubric to validate whether, taken together, they are reliable measures of a single general construct--Empirical and Quantitative Skill (EQS), a Texas Core Curriculum objective. The model confirmed that the six measures in the rubric (&quot;Interpretation, Representation, Calculation, Application/Analysis, Assumptions, and Communication&quot;) appeared to describe a single construct. Results support using the Quantitative Literacy VALUE Rubric for assessing EQS.
An Assessment of the Tinder Mobile Dating Application for Individuals Who Are Visually Impaired
Author: Kapperman, Gaylen
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Handheld Devices,Telecommunications,Computer Oriented Programs,Dating (Social),Graduate Students

People with visual impairments (that is, those who are blind or have low vision) have a disadvantage in the process of being selected as a romantic partner. It is further underscored that these difficulties with dating and fitting in among sighted individuals extend beyond formative years into adulthood (Sacks &amp; Wolffe, 2006). Thus, the researchers were interested in investigating the issue of sighted individuals dating persons who are blind. The question was, &quot;Are sighted individuals opposed to dating persons who are blind?&quot; Researchers made the decision to use Tinder (2016), the currently popular online dating application, as a vehicle with which to answer the question.
Audible Image Description as an Accommodation in Statewide Assessments for Students with Visual and Print Disabilities
Author: Ferrell, Kay Alicyn
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Auditory Stimuli,Testing Accommodations,High Stakes Tests,Comprehension,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Tests,Language Arts,Mathematics Tests,Science Tests,Comparative Analysis,Braille,Printed Materials

Introduction:Although image description has been identified as an accommodation for presentations conducted in the classroom, only a few U.S. states have approved it for use in high-stakes assessments. This study examined the use of audible image description as an assessment accommodation for students with visual and print disabilities by investigating student comprehension under multiple conditions. Methods: Students in three western states in grades three through eight who had visual (n= 117) or print (n= 178) disabilities participated in an abbreviated test constructed of retired assessment questions in English language arts, mathematics, and science, that were aligned with each state's instructional standards, under conditions with and without standardized description of graphic images. The study used a within-subjects block design to collect and compare comprehension data under conditions where audible image description was both used and not used in an abbreviated test. Results: Results indicated that students who read braille were more likely to respond correctly under the audible image description condition, and students with visual and print disabilities who used print were equally likely to respond correctly regardless of condition. Discussion: Braille readers were more likely to obtain a correct answer when audible image description accompanied the question. Audible image description did not affect the likelihood of a correct response from students with print disabilities or students with visual disabilities who read print. Implications for practitioners: Audible image description is an accommodation that may help braille readers perform better on tests. Although the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced consortia are taking steps to include image (or picture) descriptions in their assessment accommodations, teachers may want to develop a standard method for describing images and familiarize their braille readers to the strategy by including it in instruction and in classroom tests. Readers are referred to the National Center on Accessible Media's online guidelines for image description.
A Customized Transportation Intervention for Persons with Visual Impairments
Author: Crudden, Adele
Date: 2017-00-00
Type: Journal Articles
Subjects: Visual Impairments,Intervention,Visually Impaired Mobility,Participant Satisfaction,Problem Solving,Daily Living Skills,Knowledge Level,Self Efficacy,Predictor Variables,Transportation,Pretests Posttests,Vocational Rehabilitation,Employment,Program Effectiveness

Introduction: Transportation can be an employment barrier for persons with disabilities, particularly those with visual impairments. A customized transportation intervention for people with visual impairments, based on concepts associated with customized employment, was devised, implemented, and evaluated. Methods: A pretest and posttest intervention and comparison group design evaluated changes in participants' social problem-solving skills, transportation self-efficacy, and transportation knowledge. Participants worked with a transportation coordinator to plan and secure work-related transportation. Surveys assessed participant satisfaction with the intervention. Results: The intervention group had significantly higher scores for social problem-solving skills at posttest after considering pretest scores. The intervention group responded favorably to measures of satisfaction with the intervention. Discussion: The customized transportation intervention had a positive effect on social problem-solving skills and the participants were satisfied with the intervention, although the impact of the intervention on employment outcomes remains unclear. Attrition in the study and lack of a random sample mean the results must be interpreted with caution. Implications for practitioners: Engaging individuals with visual impairments in discussions about transportation to work may educate them about new options or assist them in thinking of unexplored options. Persons who appear to have good problem-solving skills and confidence in their abilities may still benefit from these discussions.
Towards &quot;Law Education for All&quot;: Teaching School Students about the Law in Australia and Pakistan
Author: Vlaardingerbroek, Barend
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Law Related Education,Teaching Methods,Social Studies,Civics,Preservice Teacher Education,Preservice Teachers,Inservice Teacher Education,Adolescents,Children,Developed Nations,Developing Nations,Elementary Secondary Education,Professional Continuing Education,Faculty Development

Law-related topics arise in the school curricula of both developed and developing countries. Civics/citizenship education and social studies tend to be the curricular mediums into which law topics are inserted. This paper details law education at school level in Australia (State of Victoria) and Pakistan. The main challenge facing the law-education-for-all project in the context of schooling is the competence of teachers entrusted to teach children and adolescents about the law, particularly with reference to their own background knowledge. There are roles for curriculum developers, government ministries, pre-service and in-service teacher education providers, and professional associations to play for the ideal to be turned into reality.
Do You Speak African? Teaching for Diversity Awareness in an Era of Globalization
Author: Kambutu, John
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,African Languages,Misconceptions,Cultural Awareness,Pretests Posttests,Ethnocentrism,Language Usage,Racial Bias,Consciousness Raising,Knowledge Level,Global Approach,Qualitative Research

Africa is a continent, not a country. Yet, a monolithic misunderstanding of Africa as a country is prevalent especially in the United States. Thus, Africans in the diaspora who speak heritage languages other than English are asked frequently if they speak African. This study countered existing misunderstandings through cultural immersion in Kenya, Africa. A comparison of pre- and post-visit data showed that participants (n = 140) developed critical cultural understanding, and became less ethnocentric. This was an essential transformation especially in the context of contemporary globalization.
Perspectives on Literacy as a Tool for Sustainable Social Relationship
Author: Osalusi, F. M.
Date: 2014-01-00
Type: Journal Articles
Subjects: Literacy,Sustainability,Social Responsibility,Educational Attainment,Community Surveys,Questionnaires,Statistical Analysis,Gender Differences,Illiteracy,Functional Literacy,Change Strategies,Hypothesis Testing,Likert Scales,Educational Benefits,Foreign Countries

This study investigated perspectives on literacy as a tool for sustainable relationship among people. The study was conducted due to the significant role of literacy as an instrument of empowerment to improve relationship with other people by sharing information, ideas and knowledge to meet variety of purposes. The study adopted descriptive research design of the survey type. A sample of 1675 respondents that comprised of 1032 literates and 643 illiterates was selected through purposive and simple random sampling techniques from two local government areas of Ekiti state, Nigeria. An instrument tagged &quot;Perception of Literacy for Social Relationship Questionnaire (PLHLSRQ)&quot; was used to collect data from the respondents. The instrument was validated by experts and tested for reliability at 0.71 coefficients through test-re-test method. Data collected were statistically analysed using mean, standard deviation and student t-test at 0.05 level of significance. The result of the study showed a significant difference between literates and illiterates' perspectives on literacy as a tool for sustainable social relationship. The study also revealed significant gender difference in perspectives on literacy for sustainable social relationship. Based on the findings, it was recommended among others that government should organise more awareness and sensitization programmes and seminars to purposefully attract illiterate commercial drivers and riders to literacy programmes.
Recurring Patterns: Emily Brontë's Neurosis in &quot;Wuthering Heights&quot;
Author: Asl, Moussa Pourya
Date: 2014-01-00
Type: Journal Articles
Subjects: Neurosis,Classics (Literature),Novels,English Literature,Authors

Attempts to present a rational explanation of Emily Brontë's &quot;Wuthering Heights&quot; have been a growing concern since its publication in 1847. The abundant, yet incoherent, interpretations of &quot;Wuthering Heights,&quot; make the need for this research timely. This article focuses on ways to achieve a truer and more rational interpretation of the novel. The study indicates that in order to solve the enigma of the novel, the conscious and unconscious thoughts of the author, performing within the text, have to be discovered. The research approach adopted in this study is what is referred to as psychobiography or the Freudian psychoanalytic criticism. The findings of this research underline that Emily Brontë grew up in an oppressive milieu, and she compulsively created fantasy worlds within which she continuously repeated certain patterns. The main conclusion to be drawn from this article is that Emily Brontë was a neurotic person whose unconscious obsessions are projected in &quot;Wuthering Heights.&quot;
A Corpus-Based Study on the Use of MAKE by Turkish EFL Learners
Author: Babanoglu, M. Pinar
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Word Frequency,English (Second Language),Second Language Learning,Native Speakers,Statistical Significance,Preferences,Interference (Language),Persuasive Discourse,Essays,Grammar,Lexicology,Learning Strategies,Use Studies

This study examines the lexical and grammatical use of a high frequency verb &quot;MAKE&quot; by Turkish EFL learners. Major goals are to investigate whether Turkish learners of English use MAKE appropriately in their argumentative essays and to see to what extent L1 transfer plays a role in such usage and to what extent different learner groups from different L1s share common interlanguage features. Overuse, underuse and misuse of MAKE by learners and native speakers gathered by frequency calculations from native speakers' and two learners' corpora and comparison of them among each other constitute the quantitative backbone of the research. Results showed that Turkish learners have difficulty in the use of MAKE to a certain degree. Consequently, learners should be made aware of especially delexical and grammatical patterning of high frequency verbs in English such as MAKE and they should also be shown the difference in the use of these verbs between their L1 and L2.
Marketplace or Commodity Progressivism and State Schooling
Author: O'Neill, John
Date: 2017-00-00
Type: Journal Articles
Subjects: Progressive Education,Foreign Countries,Equal Education,Public Service,Public Policy,State Schools

O'Neill argues that the standard social democratic narrative of state schooling as a consensual, whole-of-society commitment to reduce educational inequalities across the system as a whole, for the collective well being of all, has been displaced by marketplace or commodity progressivism. He takes the position that reducing educational inequalities and &quot;fixing up&quot; the state schooling system is now being sold to citizens as the socially responsible, social investment or venture philanthropy work of civic-minded corporates, business-like charitable trusts, and charismatic individual edu-preneurs. He explains that marketplace or commodity progressivism in schooling is appealing on one level, saying that undoubtedly, philanthropic investment in schooling has some potential to provide &quot;proof of concept.&quot; Yet it has demonstrated no apparent interest or commitment to provide the funding necessary to seed genuine innovation in schooling. O'Neill advances the point that the successes, for all the satisfaction they bring to participating students and local communities, are short-lived and inadequate over the long term. O'Neill concludes that while marketplace progressivism attracts attention, admiration, and approval in the short term, it does nothing to address the long-term structural educational economic and social inequalities that only a progressive, integrated, multi-agency, system-wide approach to state schooling can hope to mediate.