ethanporcaro/eric-fulltext-meta huggingface dataset:
Python-Based Simulations of the Probabilistic Behavior of Random Events for Secondary School Students
Author: Seebut, Supot
Date: 2022-00-00
Type: Journal Articles
Subjects: Programming Languages,Mathematics Instruction,Grade 12,Secondary School Students,Computer Software,Likert Scales,Learning Activities,Scaffolding (Teaching Technique),Teaching Methods,Scoring Rubrics,Student Attitudes,Probability,Monte Carlo Methods,Competence

Simulation modeling is an effective tool for solving problems that cannot be explained analytically or when data cannot be collected. This is done by simulating the observed behavior of a problem under study using a computer program. In math education, this can develop knowledge and fundamental competencies of simulation modeling at a higher level and foster its applications in everyday life. This study created learning activities for secondary school students to simulate the probabilistic behavior of random events using Python. 28 grade 12 students took part in these activities using appropriate scaffolding strategies and a powerful mathematical tool, Python. After completing the activities, student competency in simulating the probabilistic behavior of random events with Python was evaluated using rubrics and the factors of student enjoyment, perceived value, interest, and self-efficacy were determined through a Likert-scale questionnaire. The assessment results showed that the activities had a positive effect on student competencies and emotions. The outcomes of the study can serve guidelines for teachers who are interested in expanding the results for further student development.
Probing the Elaboration of Metacognition
Author: Weck, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Cooperative Learning,Physiology,Pharmaceutical Education,Grades (Scholastic),Instructional Effectiveness,College Students

At the St. Louis College of Pharmacy, a teaching group has been working on the development of student metacognitive skills through using 'Two-Stage Cooperative Testing' in the Physiology course sequence. A research group has been administering the Metacognitive Awareness Inventory (MAI) and tracking students through the curriculum to see what relationship between MAI scores and success in the program might exist. In the fall of 2017 the two groups found a natural point of connection and began comparing course grade information with MAI results. The result was a demonstration of both a slight positive correlation between the MAI and overall semester GPA (r = 0.313, p &lt; 0.001) and a slightly stronger correlation between the Knowledge of Cognition sub-score and course grades specifically in Medical Physiology (r = 0.377, p &lt; 0.001). The relationship between the Regulation of Cognition sub-score and Medical Physiology course grades was also significant but less robust (r = 0.273, p &lt; 0.001). Future collaboration will continue investigating how metacognition in students might be more systematically fostered.
Content Modules as Sites for Developing Science Teacher Identity in Pre-Service Teachers: A Case of One South African University
Author: Khoza, Hlologelo Climant
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Professional Identity,Science Education,Pedagogical Content Knowledge,Learning Modules,Teaching Methods

Developing science identity in pre-service science teachers is important as it influences their perceptions about science teaching and learning. Pre-service teachers' science identity can be developed in their specific modules where they obtain content knowledge. Grounded in the notion of pre-service teachers' learning agendas, and identity development, this paper presents an argument pertaining to how science content modules at one South African university contribute to pre-service teachers' development of their identities as science teachers. Data were collected through individual interviews with 13 pre-service science teachers and analyzed using an inductive thematic analysis. The findings revealed four categories of aspects that influenced the pre-service science teachers' identity construction and development. The first is about the nature of the subject matter knowledge taught in the modules. The second is about the context in which this subject matter knowledge is taught. The third concerns how teaching is conducted, and the last comprises the nature of practical work. These findings are discussed, and the implications related to the structure of science content modules in initial science teacher education programs are discussed.
A Case Study Integrating Edutainment to Enhance Student Engagement and Satisfaction in an Online Graduate Psychology Course
Author: Kelling, Nicholas J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Graduate Study,Instructional Design,Learner Engagement,Graduate Students,COVID-19,Pandemics,Electronic Learning,Academic Achievement,Lecture Method,Student Satisfaction,School Holding Power,Psychology,Courses,Student Attitudes

The coronavirus pandemic contributed to significant life changes, which likely diminished student engagement in coursework. With this challenge in mind, a graduate course was redesigned using edutainment as a model to enhance student engagement and learning in an online environment and delivered during the pandemic. The course redesign intentionally included components of humor and entertainment to enhance the delivery of the subject matter and student engagement. Student perceptions of the course were analyzed and indicate high levels of satisfaction. Course performance was also examined, however, a clear relationship between course satisfaction and performance could not be established. The course design may also have contributed to higher levels of student retention.
Coping with COVID-19: Lewis University College of Business Experience
Author: Klemic, George
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Private Colleges,Electronic Learning,Educational Policy,Educational Technology,Business Education,Student Evaluation,Learning Management Systems

Well developed and designed operational policies may help maintain assessment even amid major changes to deal with health and safety during the COVID-19 pandemic.
Problematic Technology Use Scale for Young Children (PTUS-YC): Validity and Reliability Study
Author: Konca, Ahmet Sami
Date: 2022-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Computer Use,Technology,Test Construction,Test Validity,Preschool Children,Foreign Countries,Factor Analysis,Handheld Devices

This study aimed to develop a measurement tool to identify preschool children's problematic technology use levels and contribute to Turkish literature. The study group included in the exploratory factor analysis was composed of 357 voluntary children in the preschool period. The study group included in the confirmatory factor analysis, proximal validity analysis, item discrimination analysis, and reliability analysis was composed of a total of 402 parents. Exploratory factor analysis (EFA) was conducted to present the factor structure of PTUS-YC. Confirmatory factor analysis (CFA) was performed to test the model obtained with EFA. Item discrimination values obtained as a result of the independent sample t-test was investigated to determine the internal validity of the measurement tool. Furthermore, the correlation values between PTUS-YC items and the relevant factors and the complete measurement tool were calculated, and total item correlation was used to test whether each item served a common purpose. In addition, CR and AVE values were examined in the proximal validity analysis conducted for PTUS-YC. Reliability analysis for PTUS-YC was performed using Cronbach alpha internal consistency coefficient and McDonald's Omega coefficient methods. As a result of the exploratory factor analysis, a 4-factor structure that explained 60.392% of the total variance was obtained: continuity of use, resistance to control, effects on development and deprivation-escape. Based on the results, PTUS-YC was a valid and reliable measurement tool that can be used to determine preschool children's problematic technology use levels.
Perseverance in Teacher Preparation and Certification Assessments during the COVID-19 Pandemic (or Not)
Author: Grunzke, Rebecca Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Certification,Licensing Examinations (Professions),Ethics,Teacher Evaluation,COVID-19,Pandemics,School Closing,Educational Change,Portfolio Assessment,Preservice Teacher Education

Once lauded for its potential to increase the quality of novice educators entering the teaching profession by representing a performance-based assessment akin to professional licensure examinations in other fields, edTPA was discontinued by the Georgia Professional Standards Commission (GaPSC) as a required credential for professional educator certification in the state of Georgia after almost six years of implementation. The decision accompanied the removal of a second ethics assessment in the midst of school and testing center closures during the COVID-19 pandemic, despite administrative efforts to clarify accommodations for completing the portfolio-based assessment in online teaching environments. Time will tell if our institution's temporary solution to replace edTPA will lead to the meaningful changes in teacher education envisioned by our college
Measurement Model Testing: Adaption of Self-Efficacy and Metacognitive Awareness among University Students
Author: Tak, Chan Choon
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Mathematical Aptitude,Self Efficacy,Tests,Undergraduate Students,Futures (of Society),Thinking Skills,Correlation,Task Analysis,Measurement Techniques,Mathematics Skills,Measures (Individuals),Factor Analysis,Goodness of Fit,Student Attitudes,Validity,Reliability,Knowledge Level,Foreign Countries

Individuals' perceptions or beliefs about their mathematical aptitude are commonly classified as mathematics self-efficacy. Conversely, metacognitive awareness is characterized as a phenomenon that presents itself in a variety of ways as people engage with objects and circumstances in their everyday lives. The objective of this quantitative research was to evaluate the reliability of a self-efficacy and metacognitive awareness test administered to 184 undergraduate university students. In completing tasks in mathematical reasoning, students clearly discriminated between their self-efficacy and metacognitive awareness. Self-efficacy demonstrated discriminant and convergent validity in these quantitative investigations, which conforms to the Bandura (1993) theory and contains three dimensions: course self-efficacy, test self-efficacy, and future self-efficacy. Metacognitive awareness shows discriminant and convergent validity, which relates to Flavell (1979) theory and contains six factors: procedural knowledge, declarative knowledge, conditional knowledge, monitoring, planning, and evaluation. The casual correlation approach was used in the research design to explore the influence of metacognitive awareness and self-efficacy on mathematical thinking. The Cronbach's alpha internal consistency reliability research demonstrated that the self-efficacy and metacognitive awareness instrument that was developed was exceptionally reliable and may be used by researchers to assess self-efficacy and metacognitive awareness among university students.
Professional Noticing as Student-Centered: Pre-Service Teachers&apos; Attending to Students&apos; Mathematics in 360 Video
Author: Kosko, Karl W.
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Video Technology,Correlation,Fractions,Mathematics Instruction,Teacher Student Relationship,Student Centered Learning,Mathematical Concepts,Concept Formation,Teaching Methods,Teacher Education Programs,Groups

Teachers' professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students' mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers' (PSTs) 360 video viewing to examine the relationship between where and what PSTs' looked at and what they attended to in writing. Results and findings suggest that at key moments during the 360 video viewed, PSTs attending to students' fractions focus on students whereas their peers focusing on general pedagogy (i.e., group work) focus on the teacher.
Understanding the Experiences of First-Generation College Students in CUREs through Written Reflections
Author: Hodgson, Sonja
Date: 2022-00-00
Type: Journal Articles
Subjects: First Generation College Students,Reflection,Student Research,Student Attitudes,Courses,Undergraduate Study

Course-based Undergraduate Research Experiences (CUREs) have the potential to lower barriers to participation in research for a wide range of undergraduate students. In this study, we examined written reflections of first-generation college students who participated in CUREs to understand the challenges and benefits that these courses offered them.
Home Alone but Working as a Team: Virtual Collaboration for Student Learning
Author: Wilson, Kristina Ramirez
Date: 2020-00-00
Type: Journal Articles
Subjects: Committees,Higher Education,Meetings,COVID-19,Pandemics,Computer Mediated Communication,Computer Software,Teamwork

The Student Learning Steering Committee at Del Mar College in Corpus Christi, Texas, oversees the assessment of student learning within instructional programs and student support areas. Prior to the COVID-19 pandemic, the Committee met in-person on a monthly basis. This article reports how the Committee continued its work virtually during these unprecedented times. Lessons learned from the Committee's virtual collaboration are shared.
Turkish Preschool Children&apos;s Representations of Friendship: Story Completion Method Adaptation Study
Author: Nur, Imray
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Friendship,Visualization,Program Evaluation,Story Telling,Interpersonal Competence,Behavior Problems,Validity,Reliability,Language Skills

In the preschool period, children's friendships considered a crucial developmental task. Hence, it is critical to evaluate children's mental representations of friendships during this period. This study aims to evaluate the validity and reliability of the story completion protocol designed to evaluate preschool children's mental representations of their friendships in school settings for Turkish children. The Preschool Friendship Story Completion Task consists of six stories, one of which is warming. The stories were translated into Turkish by researchers and Turkish-English language experts, and expert opinion was taken for Turkish-English compatibility. Two pilot studies were conducted to evaluate children's participation in the task and following the instructions. Seventy children attending pre-school education institutions participated in the study. Children are asked to complete the unfinished stories presented through a scene and figures. The coders evaluated the video-recorded children's narratives using a detailed rating system. In addition, teachers evaluated the social skills and problem behaviors of children. The results affirmed that the friendship dimensions were conceptually related to each other and the inter-coder reliability was high. Furthermore, our findings indicate that the story completion method on the basis of the narratives of children is a comprehensive and developmentally appropriate way to assess children's friendships.
Language Difficulty as a Factor Related to Learner Errors in Financial Mathematics
Author: Khalo, Xolani
Date: 2022-00-00
Type: Journal Articles
Subjects: Mathematics Skills,Case Studies,Numeracy,Mathematics Instruction,School Districts,Foreign Countries,Grade 10,Error Patterns,Lesson Plans,Correlation,Student Attitudes,Financial Literacy,English (Second Language),Second Language Learning,Language Skills,Reading Comprehension,Language of Instruction,Secondary School Students

This study examined the relationship between language difficulties and learner's errors in financial mathematics, and it employed a quantitative research approach using a case study design. The population for the study consisted of all grade 10 mathematical literacy (ML) learners from three selected schools in East London District, from which 40 learners and two ML teachers were randomly selected from each school. Data was collected using a content-based questionnaire and structured questionnaires. Descriptive statistics were used to analyze the questionnaires. Hence, the findings revealed a significant relationship between language difficulties and the errors committed by learners. As a result of the findings, the study recommended, among other things, that teachers incorporate error analysis into the planning of their lessons to understand why students make mistakes and how to prevent them.
Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth
Author: Suchland, Colin E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Undergraduate Students,COVID-19,Pandemics,Educational Practices,Instructional Effectiveness,Self Efficacy,Social Cognition,Theories,Evaluation

High Impact Practices (HIPs) encompass a variety of educational opportunities proven to increase student engagement and persistence in their collegiate studies, but do they also lead to increased self-efficacy? By combining the literature of HIPs with Social Cognitive Theory (SCT) this research presents a combined assessment methodology tested in an undergraduate sociology class during the COVID-19 pandemic that includes high impact assignments, reflective practices, and a pre/post self-efficacy survey, giving students a more comprehensive practice, which provides tools to empower learners to connect collegiate and personal experiences to their professional goals.
Metaphoric Beliefs of Students Engaged in Dynamic Mathematics Lessons
Author: Chan, Kan Kan
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Mathematics Instruction,Grade 10,Private Schools,Secondary School Students,Figurative Language,Educational Technology,Technology Uses in Education,Foreign Countries,Gender Differences,Beliefs

Students' beliefs and attitudes have a direct impact on their behavior and engagement in the learning of mathematics. This study examined students' beliefs of dynamic mathematics lessons through the lens of the contemporary theory of metaphor. Participants of the study were grade 10 students in a Macao private secondary school. 51 students attended dynamic inquiry-based lessons and used dynamic geometry software. After the lessons, students' attitudes of the dynamic lessons were uncovered using open-ended questions and a Likert-item questionnaire. Students held a polarized view regarding the dynamic mathematics lessons claiming they were rewarding but challenging. In order to develop students' positive attitudes towards the dynamic mathematics lessons, teachers should plan more diversified pedagogy to meet the different learning approaches of students.
A Study of Reliability, Validity and Development of the Teacher Expectation Scale
Author: Igde, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Expectations of Students,Test Construction,Test Reliability,Test Validity,Factor Analysis,Foreign Countries,Elementary School Teachers,Secondary School Teachers,Likert Scales,Preschool Teachers

This study aims to develop a 'Teacher Expectation Scale' (TES) to accurately and reliably measure teachers' expectations from their students. The development process of TES has an exploratory mixed method research design. The maximum variety sampling method was used when collecting qualitative data for the study, and the simple random sampling method was used for quantitative data. In the study groups of the research, there are 27 teachers for semi-structured interviews, 423 teachers for Exploratory Factor Analysis (EFA) and 750 teachers for Confirmatory Factor Analysis (CFA). For the content and face validity of the scale, six experts' opinions were obtained. A structure consisting of 36 items and 2 factors was revealed, which explains 73.54% of the total variance as a result of EFA. It has been seen that the items contained in TES show high levels of affiliation to the relevant factors and that all items are discriminative. The explored structure with EFA was evaluated using CFA. The following results were obtained when examining the compliance indices of the obtained model: X[superscript 2]/df=4.53&lt;5; CFI=0.99; TLI=0.99; RMSEA=0.07; SRMR=0.05. From the calculated reliability coefficients, McDonald's Omega (0.98) and stratified alpha coefficient (0.96) for the scale overall and Cronbach alpha coefficient (0.98) for the dimensions were obtained. Reliability and validity results, obtained from TES showed that it is a valid and reliable measurement tool with two factors and 36 items. The subject of teacher expectation can be examined in terms of many variables using TES developed in the current research.
Towards a Sustainable Technology-Enhanced Supervision and Assessment of Teaching Practice: A Pilot Case of an e-Supervision Model at a University in Zimbabwe
Author: Mhishi, Misheck
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Uses in Education,Computer Assisted Testing,Supervision,Science Teachers,Teacher Education Programs,Principals,Assistant Principals,Department Heads,Mentors,Urban Schools,Preservice Teachers,Student Teacher Supervisors

Breakthroughs in technology-based assessments recorded in the last decades have given impetus to the integration of technology in teaching practice supervision. This paper describes an electronic supervision (e-TP) model developed for the teaching practice component of the science teacher training program by one university in Zimbabwe. It further sought to determine how school Heads, Deputy School Heads, Heads of Departments and school based mentors from 5 purposively sampled Bindura Urban district schools embraced the electronic student teacher supervision and assessment (e-TP) model introduced (as pilot) by one science teacher education university in Zimbabwe. A qualitative case study research methodology was used to provide an understanding of the participants' experiences and acceptance of the e-TP process. Data were analyzed through thematic analysis procedures which helped identify common themes. Results of the study conclude that e-TP has great potential in improving student teacher supervision. It was observed that the university didn't do enough to disseminate and induct the schools on the implementation of the new model which on further exploration was the cause of the attitudes portrayed by the schools towards e-TP. It is recommended that the university should actively partner cooperating schools in the implementation of the innovation and offer training and support to both students and mentors regarding the acquisition and usage of the said technologies.