ethanporcaro/eric-fulltext-meta huggingface dataset:
Statistical Discourse Analysis: A Method for Modelling Online Discussion Processes
Author: Chiu, Ming Ming
Date: 2014-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Data Collection,Data Analysis,Discourse Analysis,Statistical Analysis,Asynchronous Communication,Online Courses,Educational Technology,Individual Characteristics,Content Analysis,Gender Differences,College Students,Technology Uses in Education,Scaffolding (Teaching Technique),Metacognition,Hypothesis Testing,Markov Processes,Monte Carlo Methods

Online forums (synchronous and asynchronous) offer exciting data opportunities to analyze how people influence one another through their interactions. However, researchers must address several analytic difficulties involving the data (missing values, nested structure [messages within topics], non-sequential messages), outcome variables (discrete outcomes, rare instances, multiple outcome variables, similarities among nearby messages), and explanatory variables (sequences of explanatory variables, indirect mediation effects, false positives, and robustness of results). We explicate a method that addresses these difficulties (Statistical Discourse Analysis or SDA) and illustrate it on 1,330 asynchronous messages written and self-coded by 17 students during a 13-week online educational technology course. Both individual characteristics and message attributes were linked to participants' online messages. Men wrote more messages about their theories than women did. Moreover, some sequences of messages were more likely to precede other messages. For example, opinions were often followed by elaborations, which were often followed by theorizing.
Redesigning Design: Field Testing a Revised Design Rubric Based on iNACOL Quality Course Standards
Author: Adelstein, David
Date: 2016-00-00
Type: Journal Articles
Subjects: Instructional Design,Online Courses,National Standards,Elementary Secondary Education,Program Validation,Scoring Rubrics,Distance Education,Virtual Classrooms,Student Evaluation,Technology Integration,Course Evaluation,Interrater Reliability,Field Tests,Educational Quality,Likert Scales

Designers have a limited selection of K-12 online course creation standards to choose from that are not blocked behind proprietary or pay walls. For numerous institutions and states, the use of the iNACOL &quot;National Standards for Quality Online Courses&quot; is becoming a widely used resource. This article presents the final phase in a three-part study to test the validity and reliability of the iNACOL standards specifically to online course design. Phase three was a field test of the revised rubric based on the iNACOL standards against current K-12 online courses. While the results show a strong exact match percentage, there is more work to be done with the revised rubric. [Note: The volume number (32) displayed on the PDF is incorrect. The correct volume number is v31.]
Using Academia-Industry Partnerships to Enhance Software Verification &amp; Validation Education via Active Learning Tools
Author: Acharya, Sushil
Date: 2017-00-00
Type: Journal Articles
Subjects: School Business Relationship,Industry,Computer Software,Active Learning,Computer Science Education,Case Studies,Video Technology,Employers,Communication Skills,Research Skills,Grants,Program Development,Focus Groups,Workshops,Course Descriptions,Validity,Engineering,Statistical Analysis,Undergraduate Students,Teaching Methods

Imparting real world experiences in a software verification and validation (SV&amp;V) course is often a challenge due to the lack of effective active learning tools. This pedagogical requirement is important because graduates are expected to develop software that meets rigorous quality standards in functional and application domains. Realizing the necessity the authors designed and developed 42 delivery hours of active learning tools consisting of Case Studies, Class Exercises, and Case Study Videos for use in courses that impart knowledge on SV&amp;V topics viz. requirements engineering, software reviews, configuration management, and software testing. Four key skill areas sought after by employers, namely communication skills, applied knowledge of methods, applied knowledge of tools, and research exposure are used to drive the development funded by a National Science Foundation grant and perfected through an industry-academia partnership. In this paper, we discuss in detail the four project plans the researchers and their industry counterparts followed over the past two years in the development and eventual dissemination of the active learning tools. A &quot;course enhancement plan&quot; was used to drive activities related to reviewing, enhancing, and modularizing modules, identified by a gap analysis performed by focus groups comprised of industry and academic partners. The course &quot;delivery plan&quot; was used to drive activities related to developing content delivery strategies. An &quot;evaluation and assessment plan&quot; was used to drive activities related to periodically evaluating student learning and assessing the project. And finally a &quot;course dissemination plan&quot; is being used to drive activities related to distributing course modules and assessment reports. The tools have been shared through two workshops and other means with instructors in universities and industry partners.
Training Needs for the Professional Development of Social-Studies Teachers at the Intermediate Stage in Al-Jouf in Light of Modern Teaching Trends: A Field Study
Author: Almarshad, Yousef
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Needs,Faculty Development,Social Studies,Teaching Methods,Educational Strategies,Technology Uses in Education,Educational Innovation,Enrichment Activities,Classroom Techniques,Evaluation Methods,Questionnaires,Educational Trends,Interviews,Teacher Attitudes,Training Methods,Needs Assessment,Foreign Countries

This study is an attempt to identify the training needs of social-studies teachers at the intermediate stage in Al-Jouf in light of modern teaching trends. It focuses on the six axes of systemic planning, varied teaching strategies, information and communication technology, innovative enrichment activities in teaching, classroom-management skills, and diverse assessment methods. Its subjects are 60 male teachers and 60 female teachers carefully selected for the application of the final form of the questionnaire. It relies on 9 tables showing the cities and axes of the study, the training needs for each axis, and the analyses of findings. It finally provides a number of suggestions and recommendations for further future field studies in the Kingdom of Saudi Arabia. In other words, the present study is a kind of investigation into the training needs of the target teachers with an aim to enhance their professional development in an age characterize by its rabid change and great technological advances.
Analysis of Component of Aggression in the Stories of Elementary School Aggressive Children
Author: Chamandar, Fateme
Date: 2017-00-00
Type: Journal Articles
Subjects: Elementary School Students,Aggression,Content Analysis,Questionnaires,Elementary School Teachers,Teacher Attitudes,Tests,Freehand Drawing,Self Concept,Story Telling,Statistical Analysis,Narration,Foreign Countries

The purpose of this study is the content analysis of children's stories based on the components of aggression. Participants are 66 elementary school students (16 girls and 50 boys) selected from fourth and fifth grades, using the Relational and Overt Aggression Questionnaire; completed by the teachers. Draw a Story Test (Silver, 2005) is administered to select aggressive children who narrates stories based on their drawn pictures in response to DAS pictures. DAS Test consists of a series of figures which children respond by drawing a picture and telling a story related to the picture. This provides us with the information about their self image and emotional content. After deciding the components of aggression based on theories of Crick et al. (1997), and Crick and Dodge (1996), the stories are analyzed using the quantitative content analysis technique. The results reveals that the narrated stories of aggressive children have engagement ratio of 1.62, which means more than 50% of children showed aggressive components. The highest frequency of aggression in their stories is related to murdering, killing and hurting others.
Structural Model Development: Branches, Attitudes and Self-Efficacy of Pedagogical Formation Program Pre-Service Teachers
Author: Sivaci, Sadik Yuksel
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Preservice Teachers,Foreign Countries,Teaching (Occupation),Comparative Analysis,Structural Equation Models,Likert Scales

In this study, the relationship between attitudes of pedagogical formation program pre-service teachers towards teaching profession and their self-efficacies has been examined. In this case, the effect of graduation branches of the pre-service teachers on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession have been investigated. From this aspect, this research has the characteristics of causal-comparative research. Being suitable for the purpose of this research, it has been carried out with 300 pre-service teachers registered to pedagogical formation training certificate program at a state university in Turkey. Being conducted on pre-service teachers and established scaling models incidental to &quot;Attitude Scale towards Teaching Profession&quot; and &quot;Teacher Self-Efficacy Scale&quot; has been confirmed and the conformity index values obtained from the scaling model have shown good conformity. It is also seen that the structural equation model which is established in order to test the effect of branches on teacher self-efficacies and the effect of teacher self-efficacies on attitudes towards teaching profession has been confirmed and conformity index values have shown good conformity.
Process-Oriented Measurement Using Electronic Tangibles
Author: Veerbeek, Jochanan
Date: 2017-00-00
Type: Journal Articles
Subjects: Problem Solving,Elementary School Students,Grade 2,Cognitive Processes,Cognitive Measurement,Manipulative Materials,Computer Assisted Testing,Foreign Countries,Intelligence Tests,Logical Thinking,Accuracy,Predictor Variables

This study evaluated a new measure for analyzing the process of children's problem solving in a series completion task. This measure focused on a process that we entitled the &quot;Grouping of Answer Pieces&quot; (GAP) that was employed to provide information on problem representation and restructuring. The task was conducted using an electronic tangible interface, to allow for both natural manipulation of physical materials by the children, and computer monitoring of the process. The task was administered to 88 primary school children from grade 2 (M = 8.2 years, SD = 0.50). GAP was a moderate predictor of accuracy on the series completion task. Averaged over multiple items, GAP, verbalizations and time measures were related to accuracy. On an item level, however, GAP was the only process measure related to item solving success, and this relationship was mediated by item difficulty. Further research is needed to investigate the precise relationship between problem solving and GAP
Information Resources Usage in Project Management Digital Learning System
Author: Davidovitch, Nitza
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Implementation,Interaction,Higher Education,Distance Education,Universities,Program Administration,Information Sources,Educational Resources,Mathematical Models,Scientific Methodology,Technology Uses in Education,Logical Thinking,Mathematical Logic,Problem Solving,Electronic Learning,Information Technology

The article combines a theoretical approach to structuring knowledge that is based on the integrated use of fuzzy semantic network theory predicates, Boolean functions, theory of complexity of network structures and some practical aspects to be considered in the distance learning at the university. The paper proposes a methodological approach that takes into account these features. The paper deals with the structuring of project management programs of academic mobility. The features of these projects show their impact on the progress and results of the implementation. It is shown that traditional approaches to solving the problems of academic mobility management applications to integrate the process of setting objectives and planning projects. But due to the complexity of academic mobility programs to solve these problems effectively without decomposing it into components can be managed quite difficult. Therefore, the main idea of this paper is that an increasing the efficiency of the university on the basis of a possible application of rational structuring of academic mobility programs. The features of these projects shows their impact on the progress and results of their implementation and the ways of construction of project management Digital learning systems. The experience of universities of many countries shows that an effective tool to overcome these obstacles is Digital learning, which allows to get all necessary knowledge at any time and in any place. The identity of urgency takes in terms of academic mobility when students and teachers work in another country. The paper presents the analyse of the structure of scientific and methodological basis of project management systems. The model determines the effect of academic mobility project management tools through knowledge of business administration at the progress of the educational projects. In this structure are identified two parts: creation tool to identify knowledge users and how they change, and the creation of information tools effect on these people.
Examination of Psychological Counselor Candidates' University Satisfaction: The Case of Uludag University
Author: Duran, Nagihan Oguz
Date: 2017-00-00
Type: Journal Articles
Subjects: Counselor Training,Student Attitudes,Expectation,Undergraduate Students,Student Surveys,Foreign Countries,Evening Programs,Guidance,Universities,Statistical Analysis,Counseling Services,Academic Advising,Educational Environment,Ancillary School Services,Educational Facilities

In the present study, Uludag University, Faculty of Education, Guidance and Psychological Counseling (GPC) undergraduate program students' expectations and satisfaction levels regarding the services and facilities provided by the university were investigated in a sample of 354 students (227 females and 127 males). The data collected by the &quot;Student Expectation and Satisfaction Survey of Hacettepe University&quot; were analyzed based on the program type (Daytime and Nighttime Education) and year of study. Findings revealed that the expectation levels of students in all groups were high and satisfaction levels were medium or lower. There was no significant effect on the satisfaction level of the program type and the year of study.
The Effect of Classroom Web Applications on Teaching, Learning and Academic Performance among College of Education Female Students
Author: Aljraiwi, Seham Salman
Date: 2017-00-00
Type: Journal Articles
Subjects: Computer Oriented Programs,Academic Achievement,Schools of Education,Females,Web 2.0 Technologies,Learning Activities,Case Studies,Integrated Learning Systems,Information Technology,Educational Technology,Higher Education,College Students,Foreign Countries,Electronic Learning

The current study proposes web applications-based learning environment to promote teaching and learning activities in the classrooms. It also helps teachers facilitate learners' contributions in the process of learning and improving their motivation and performance. The case study illustrated that female students were more interested in learning and performed better when using the proposed applications, in the classroom, during and after classes. In addition, these applications allow them obtain an appropriate educational support. It also provides teachers and learners with an effective support in managing and guiding the educational activities inside and outside the classroom.
Independent Validation and Clinical Utility Study of the Hellenic WISC-III Using a Greek-Cypriot Sample
Author: Souroulla, Andry Vrachimi
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Children,Intelligence Tests,Greek,Psychological Evaluation,Public Schools,Elementary School Students,Secondary School Students,Scores,Correlation,Educational Attainment,Parent Background,Psychopathology,Construct Validity,Factor Analysis,Predictive Validity,Profiles,Learning Problems,Evidence,Check Lists,Child Behavior,Identification,Statistical Analysis

The Hellenic WISC-III (Wechsler, 1997) is currently the only standardized and officially published tool for the assessment of the intelligence of children and adolescents in Greece. The test is also used with caution in Cyprus, among Greek speakers, but no specific norms exist for use in this country. The purpose of this study was to provide evidence of the qualities of the test using an independent Greek-Cypriot sample and to support its utility in the psychological evaluation of Greek speaking children in Cyprus. The participants were 151 public school children aged 9:1 to 15:8 years. Correlations between the subtests of the WISC-III and the Scale IQs and, also, correlations between scores on the WISC-III and achievement measures as well as the educational level of parents provided evidence of convergent-construct validity. Low correlations between scores on the WISC-III and measures of psychopathology supported the instruments divergent- construct validity. Also, an exploratory factor analysis further supported the construct validity of the test. Moreover, the study provided evidence in support of the predictive validity and clinical utility of the test by examining the cognitive profiles on the Hellenic WISC-III of children with learning difficulties and identifying the WISC-III subscale scores that best distinguish them. This evidence is very important for clinicians in Cyprus but, also, further supports the international evidence about the utility of the Wechsler ability scales.
The Perceptions of Five Years Old Group Students' about Scientists
Author: Zeynep Et, Sümeyra
Date: 2017-02-00
Type: Journal Articles
Subjects: Scientists,Early Childhood Education,Student Attitudes,Scientific Attitudes,Nursery Schools,Interviews,Freehand Drawing,Art Expression,Gender Differences,Individual Characteristics,Work Environment,Signs,Familiarity,Knowledge Level,Foreign Countries,Qualitative Research

The purpose of this research is to reveal the perceptions of students of five years old group about scientists. The practice was implemented with 76 students having education in five-age group continuing to various nursery schools located in the center of Kastamonu province. Before starting the practice, the teacher asked the questions of &quot;Who is the scientist?&quot; and made them thought with the aim of ensuring the awareness of students against scientist. Afterwards, the researchers asked the students to narrate their pictures while they collect the drawings. The paintings were coded by the researchers by using the descriptive analysis method. The codification was made individually at first and then together with all the researchers with the aim of ensuring the reliability of research. In the light of collected information, it was generally seen in the pictures of students that the work environment of scientists is constituted by the space and world and their gender is generally men and also, there was a small number of women scientist profile. It was also determined that the students emphasized the extraterrestrial life and drew the scientists as similar to astronauts and they used space crafts and planets in their paintings. In another finding, scientists were seen as the people who mostly conduct research and use potion in general. Another attractive research finding is that; a small number of students draw the scientist as person who use computer and study lesson. In the light of these findings, it can be told that the students were affected extremely from their environment (the movies and cartoon they watched, their families, etc.…).
The Education of Developing Responsibility Value
Author: Güngör, Semra Kiranli
Date: 2017-02-00
Type: Journal Articles
Subjects: Economically Disadvantaged,Preschool Children,Early Childhood Education,Values Education,Freehand Drawing,Art Expression,Qualitative Research,Content Analysis,Responsibility,Learning Activities,Knowledge Level,Familiarity,Foreign Countries

The aim of this research is to improve different responsibility value education activities in pre-school value education. In Turkey, there is a yearly programme in which value should be gained in pre-school value education, but it is lack of activities and how. This research was performed with the studies in a total of 26 students aged five and six, from the beginning of February to end of March in a disadvantaged socioeconomically level school selected to teach the value of responsibility for the academic year 2013-2014 in Eskisehir. At first, the students? parents were informed about the research. Different activities were done with the students to teach the responsibility value. This research, figured in accordance with the qualitative research processes. The content analysis method was used as the research analysis method to analyze the data and themes and subthemes. The drawings of responsibility, comments on the drawings, the notes taken during the class discussion, and comments after storytelling, the content analysis were done. The results of this study showed that the application of the value of responsibility to teaching is useful for both students and parents. Student development and student perceptions about responsibility have been evaluated. The idea that responsibility should be considered as a value should to be carried on for life, beginning from pre-school.
The Role of a Temperament Intervention in Kindergarten Children's Standardized Academic Achievement
Author: Collings, Ashleigh
Date: 2017-02-00
Type: Journal Articles
Subjects: Personality Traits,Intervention,Role,Gender Differences,Profiles,Outcomes of Treatment,Kindergarten,Urban Schools,Low Income,Multivariate Analysis,Correlation,Academic Achievement,Literacy,Scores,Standardized Tests,Elementary School Students,Program Descriptions,Diagnostic Tests,Reading Tests,Achievement Tests

Previous research finds that children experience a range of school readiness challenges (e.g., Chartier, Walker, &amp; Naimark, 2010; Zill, 1999). Such challenges vary by children's gender, temperament, and participation in school-based interventions (e.g., Mullola et al., 2011; Bramlett, Scott, Rowell, 2000). However, the examination of child temperament, gender, and children's participation in school-based, temperament programming has been minimal. This study explores the role of child temperament profiles and child gender on children's standardized academic outcomes following participation in a school-based, temperament intervention. Study participants included 324 kindergarten students attending urban, low-income schools. A multivariate regression analysis explored associations among child temperament profile, gender, and academic performance. Cautious and male kindergarten intervention participants attained higher standardized mathematics and literacy scores than their non-intervention participating counterparts.