ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Online Self-Regulated Learning on Learning Ineffectiveness in the Context of COVID-19
Author: He, Wei
Date: 2022-05-00
Type: Journal Articles
Subjects: Self Control,Learning Processes,Electronic Learning,Learning,Instructional Effectiveness,High School Students,COVID-19,Pandemics,Distance Education,Student Attitudes,Evaluation,Performance,Foreign Countries

Within the COVID-19 pandemic and the new normal period, online learning has become one of the main options for learning. Previous studies on self-regulated learning have shown that it was a better predictor of online learning effectiveness. However, this discussion has not been extended to the situation of the COVID-19 pandemic. To address this gap, this study aims to explore the relationship between the three stages of self-regulated learning (SRL) and learning ineffectiveness (LI). Data of 370 high school students were collected during the period of COVID-19. Structural equation modeling was used to perform confirmatory factor analysis on the data. Findings show that the preparatory stage was positively related to the stages of performance and appraisal, and the performance stage was positively related to the appraisal stage; on the other hand, the stages of performance and appraisal were negatively related to learning ineffectiveness. In addition, the preparatory stage had no direct relation to learning ineffectiveness, but the preparatory stage was correlated with learning ineffectiveness, mediated by the stages of performance and appraisal. These results suggest that better performance in the three stages of self-regulated learning decrease learners' perceived online learning ineffectiveness. This understanding can have implications for global education.
Factors Associated with Financial Ratios and Financial Well-Being of Hispanic Households: A Comparison with White Households
Author: Rubio, Alicia
Date: 2022-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Whites,Heads of Households,Well Being,Money Management,Age Differences,Racial Factors,Educational Attainment,Debt (Financial),Investment

Using data from the 2016 Survey of Consumer Finances (SCF) and the Family Life Cycle (FLC) and Human Capital Theory (HCT) as a framework, this study examined if factors related to the likelihood of financial ratio adequacy and financial well-being differ for Hispanic and non-Hispanic White households. Hispanics' comprehensive financial well-being was assessed with three ratios: Liquidity, solvency, and investments/assets. Results of logistic regressions with 612 Hispanic and 4,481 non-Hispanic headed households show that FLC and HCT factors are associated with financial ratios differently between two race/ethnicity groups. For Hispanic households, age is positively related to adequate investment/assets ratio and financial well-being; education is positively related to adequate investment/assets but negatively related to adequate solvency. Implications for practitioners working with Hispanics are discussed.
Design and Validation of the Virtual Classroom Management Questionnaire
Author: Keshavarz, Mohsen
Date: 2022-05-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Virtual Classrooms,Classroom Techniques,Questionnaires,Test Reliability,Electronic Learning,Foreign Countries,Classroom Environment

Effective classroom management methods are well known, but effective ways of managing classes of beginner teachers remain elusive. Classroom management refers to the wide range of skills and techniques that teachers use to ensure that classes are conducted without destructive student behavior. The present study is applied nonexperimental research. The purpose of this study was to design a tool to measure the effective management of the virtual classroom from the perspective of professors and students in e-learning and evaluate its validity and reliability. The research sample was taken randomly from all universities that make use of e-learning in Tehran, Iran, during the 2019-2020 semesters. The results show that the professional development of online classroom management is necessary for preparing teachers to teach in digital environments. The results of this research in the form of a validated questionnaire can be considered as an indicator for educators and students working in online environments, and this tool can be used for effective teaching and learning in the digital age.
Financial Decision-Making Responsibility and Household Wealth Accumulation among Older Adults: A Comparative Advantage Perspective
Author: Xu, Yilan
Date: 2022-00-00
Type: Journal Articles
Subjects: Older Adults,Financial Needs,Money Management,Decision Making,Fiscal Capacity,Memory,Numeracy,Personality Traits,Self Control,Productivity,Achievement Need,Self Motivation,Individual Characteristics,Spouses,Thinking Skills

This article introduces collective rationality and comparative advantage into understanding household financial decision-making responsibility allocation and its relationship to wealth accumulation. Evidence from the Health and Retirement Study (HRS) shows that conscientiousness, memory, and numeracy are favorable personal attributes for household financial decision-making. Greater relative advantages in these attributes predict a higher probability of assuming financial responsibility. Households that assign the disadvantaged spouse as the financial decision-maker tend to have a lower total net worth and a lower financial net worth. Our results suggest that it is critical for financial planning professionals to engage both spouses in the initial discussion of household finances and to assess the efficiency of the status quo financial decision-making responsibility allocation.
The Effects and Implications of Using Open Educational Resources in Secondary Schools
Author: Harvey, Paul
Date: 2022-05-00
Type: Journal Articles
Subjects: Open Educational Resources,Middle School Students,Mathematics Achievement,Mathematics Education,Grade 8,Instructional Material Evaluation,Instructional Effectiveness

Open educational resources (OER) constitute a curriculum innovation that is considered revolutionary and has the potential to change the landscape of curriculum at all levels and content areas. OER have gained attention and widespread acceptance by educators and policy makers since 2002. The promise of OER is that they provide cost savings, promote collaboration, and are adaptable to the needs of teachers and students while providing a legitimate alternative to commercially produced print textbooks. Determining the relevance and viability of the movement to embrace OER requires an examination of theoretical foundations and empirical research to illuminate the effect of using OER as core curricula. While advocates promote the use of OER as a financially liberating model of curriculum and as a source of constructivist learning materials, more research is needed. The purpose of this study was to examine the relationship between OER and student learning. The study critically analyzed previous studies on OER and applied empirical analyses to the use of OER by a sample of middle schools. Twenty-eight middle schools from Washington State served as the subjects for the study. The study followed an ex post facto causal comparative model. Three research questions provided the focus for the study to investigate the effects of OER curriculum, duration of curriculum use, and other factors on student achievement in middle school mathematics. The results of the study found non-significant effects for OER use in relationship to school performance in mathematics, and significant effects on math scores for the variables of student poverty, curriculum duration, and cohort size.
Assessing the Quantity of Information in SROIs by Major
Author: Friesner, Daniel
Date: 2022-00-00
Type: Journal Articles
Subjects: College Students,Student Evaluation of Teacher Performance,Majors (Students),Allied Health Occupations Education,Pharmaceutical Education,Nursing Education,Information Theory

In this paper, we demonstrate how to identify whether different groups of students (classified by their major) provide different quantities of information in their student ratings of instruction (SROIs). As a corollary, we identified specific groups of students who provided a greater/lesser quantity of information in their responses. All calculations were undertaken using Microsoft Excel, and no prior statistical training was required to create or interpret our information measures. We used SROI data taken from a first-year logical reasoning course for health professions majors and found that the quantity of information provided by pharmacy and other health majors in their SROIs exceeded the quantity of information provided by nursing majors for every single SROI question. We also found that specific majors gave relatively greater quantities of information (relative to other majors) for specific types of SROI items.
Elementary Teachers&apos; Use of 1:1 Tablets in Lesson Planning and Presentation on a Western Pacific Island
Author: Soalablai, Sinton
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Teachers,Technology Uses in Education,Handheld Devices,Lesson Plans,Technology Integration,Faculty Development,Pacific Islanders

The Ministry of Education on a Western Pacific island invested in an expensive 1:1 tablet program providing elementary teachers and students with a tablet but had not determined if the program produced desired positive changes in the teachers' instructional practices of lesson planning and lesson presentation. Guided by experiential learning theory, this causal-comparative study's purpose was to determine if the 1:1 tablet program resulted in changes in elementary teachers' use of technology in their lesson planning and lesson presentation practices. We analyzed pre and post-implementation lesson planning and lesson presentation data, collected from 63 elementary teachers, using repeated measures t-tests. Results showed teachers' use of technology in lesson planning and lesson presentation increased significantly following implementation of the 1:1 tablet initiative. These findings suggest that the 1:1 tablet program created an environment that positively supported technology-driven instruction for teachers as well as students. In light of these results, the 1:1 tablet program appears to be a worthwhile initiative for the education system on the island that should be continued and possibly expanded even if public financial resources are scarce.
Co-Teaching Effects on Algebra I Achievement of Students with Disabilities
Author: Williams, Valeree
Date: 2022-00-00
Type: Journal Articles
Subjects: Team Teaching,Inclusion,Students with Disabilities,Algebra,Gender Differences,Grade 9,Instructional Effectiveness,Regular and Special Education Relationship,Mathematics Achievement,Mathematics Instruction

The purpose of this study was to determine the effectiveness of co-teaching versus inclusive non-co-teaching for students with disabilities (SWD) using algebra I end-of-course scores (EOC) and whether these effects differed by gender. Participants included 244 ninth-grade algebra I SWD. The research design consisted of a posttest only with a control group and a test group. Analysis of covariance (ANCOVA) was used to analyze the results. Results showed that co-teaching did not significantly benefit either male or female SWD in algebra I. The fact that SWD in inclusive settings who did not receive co-teaching scored higher than those in inclusive settings who did receive co-teaching is significant and has important implications for practice and research. Future research should investigate studies with larger sample size and proficiency of teachers in co-taught classes.
Immaterial Cultural Heritage and a Sense of Place in Film-Based Art Education: A Case Study of a Documentary Film Project with Secondary School Children as Part of Cine en Curso Chile
Author: Correa, Felipe
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Documentaries,Film Production,Secondary School Students,Cultural Background,Place Based Education

The following article describes the process of a documentary filmmaking programme at a secondary school in Chile, which encourages students to engage with a sense of place and intangible cultural heritage. Run by Gaticine -- Centro de desarrollo social del cine (Centre for the Social Development of Cinema) in partnership with A Bao A Qu, a non-profit organization based in Barcelona, the programme assists students in discovering and analysing documentary films from different times and cultures over the course of a year, while performing practical filmmaking inside and outside the school. At the end, a short film project is developed that is premiered in a local cinema. This essay provides a brief overview of the principles and methodology of the Cinema en curs programme, before offering a socio-educational consideration of the school in which it was developed and, finally, an analysis of the project's delivery.
Moving beyond the &apos;Shot-Type List&apos; towards the &apos;Meaning Model&apos;: Placing Meaning at the Centre of Film Education
Author: Barrett, Marc
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Foreign Countries,Teaching Methods,Educational Change,Photography,Imagery

In 1990 Kress and Van Leeuwen's &quot;Reading Images&quot; began a conversation based upon the practice of teaching image-orientated texts in Australian classrooms. Since then, however, little of this important conversation has been translated into meaningful pedagogical change for the teaching of kineikonic (moving image) texts in Australia. From state-run primary schools to national postgraduate film education institutions, the primary tool used to initiate students into the potential to create meaning through film -- the shot-type list -- has remained relatively unchanged. This article proposes an updated pedagogical tool -- identified as the 'Meaning Model' -- which draws from contemporary discourses around how films make meaning in seeking to bring understandings of the kineikonic mode into the classroom, in a practical and accessible way.
Study Guides and Australian Documentary: The Role of Bridging Materials in Building Educative, Cultural and Economic Value
Author: Elkington, Ruari
Date: 2020-00-00
Type: Journal Articles
Subjects: Study Guides,Film Study,Film Production,Documentaries,Foreign Countries,Copyrights

The use of documentary, and in turn the value of documentary, is well established in formal education contexts. In addition to an established pedagogical value, this article examines the cultural and economic value of documentary in education through both national legislative reviews (the Australian Law Reform Commission's (ALRC's) &quot;Copyright and the Digital Economy&quot;) and a specific learning resource in the form of study guides. Within this research, study guides function as a means to explore the plurality of ways in which documentary may be valued through several stakeholders invested in sustaining educational engagement with the form. Most notably among these stakeholders is copyright collection agency Screenrights, which bridges the valuing of documentary between screen and education sectors alongside national funding agency Screen Australia and the Australian Teachers of Media (ATOM), an independent, non-profit, professional association promoting the study of media in education. ATOM in particular is synonymous with the creation of study guides for documentary films. Investigating the educative, cultural and economic value of study guides offers a discrete albeit valuable study of the ways in which documentary functions within Australian education contexts.
Taking Wonders to the Margins (&quot;Maravillas al Margen&quot;)
Author: Vega, Alicia
Date: 2020-00-00
Type: Journal Articles
Subjects: Film Study,Workshops,Economically Disadvantaged,Foreign Countries,Childrens Attitudes,Outreach Programs

Translated into English for the first time, this article by film educator and outreach worker Alicia Vega describes her experiences conducting a series of Cinema Workshops in highly disadvantaged communities across Chile, which sought to provide younger children with early, formative understandings of cinema. A rich account of the experience, incorporating a variety of images drawn from the workshops, the article provides an intimate, detailed reflection on a remarkable film education and humanitarian endeavour. It concludes with a series of testimonials from children who participated in the project, as well as from their parents and other participants. [This article was translated from Spanish by Antonio Lázaro-Reboll.]
An Examination of the Activities in the Unit &quot;Solar System and Eclipses&quot; in the 6th Grade Science Textbook in Terms of Critical Thinking Standards
Author: Saritas, Burcu
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Textbooks,Textbook Content,Critical Thinking,Astronomy,Grade 6,Secondary School Science,Foreign Countries,Science Activities

The science curriculum aims to provide students with the identity of a researcher, thinking skills, and scientific process skills. Critical thinking skill emerges as one of the skills that should be emphasized in the teaching process in terms of its structural features and the qualities aimed to be given to individuals. For individuals to gain critical thinking skills, they must first gain critical thinking standards. The main purpose of this research is to examine the activities in the &quot;Solar System and Eclipses&quot; unit in the sixth-grade science textbook in terms of critical thinking standards. The qualitative research model was used in the research. The data source of the research is the sixth-grade science textbook used in the province of Isparta. The data of the research were collected using the document analysis method. In the analysis of the data, the analysis was made by applying the descriptive analysis method, one of the qualitative data analyses. In line with the analysis, in terms of critical thinking standards, the secondary school sixth-grade science textbook has been determined to meet the standards of clarity, accuracy, significance/relevance, sufficiency, breadth/depth, and precision at a high rate. Based on the research results, suggestions have been developed that textbooks from different disciplines should be examined in line with critical thinking standards and that the activities of different grade-level units in the science curriculum should be examined in terms of critical thinking standards.
Animated Concept Cartoons as a Starter for Cognitive Conflict in Online Science Learning: A Case of Circular Motion
Author: Ozdemir, Ertugrul
Date: 2022-00-00
Type: Journal Articles
Subjects: Animation,Cartoons,Cognitive Processes,Electronic Learning,Science Instruction,Science Education,Undergraduate Students,Misconceptions,Conflict,Motion,Learning Activities,Instructional Effectiveness,Foreign Countries

Before taking formal science education, learners usually construct preconceptions based on their daily life experiences, many of which are scientifically unacceptable misconceptions. In formal science learning, new concepts often contradict these misconceptions. To correct a misconception, it is first needed to create dissatisfaction about it by initiating cognitive conflict. This study aims to create an animated concept cartoon about circular motion and evaluate its usability to start cognitive conflict about centrifugal force misconception in online learning. This is a one-group quasi-experimental study whose participants are 110 undergraduate students with non-science backgrounds. An animated concept cartoon about circular motion and an online data collection instrument were developed and implemented for the participants. Results showed that half of the participants might be considered to be in a status of cognitive conflict after reading the animated concept cartoon. In addition, participants' overall satisfaction with the animated concept cartoon was found to be relatively high. Participants' satisfaction with the animated concept cartoon was equal for students with and without cognitive conflict. In the context of these findings, the animated concept cartoon may be considered an enjoyable and useful learning activity to initiate cognitive conflict in online science learning.
Chemistry Learning Using Multiple Representations: A Systematic Literature Review
Author: Permatasari, Margaretha Bhrizda
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Education,Science Instruction,Teaching Methods,Chemistry,Scientific Concepts,Definitions,Science Achievement,Outcomes of Education,Geometric Concepts,Models,Concept Formation,Cognitive Structures,Schemata (Cognition),Misconceptions,Self Efficacy,Learning Strategies,Foreign Countries

The abstractness of the chemistry concept can be understood easily through chemistry learning using multiple representations. This article used the Systematic Literature Review (SLR) method to review eleven articles published from 2012 to 2021 and focused on chemistry learning using various representations. The articles are systematically obtained from the online article database ERIC, Scopus, and SINTA. The purpose of a review is to give information to teachers and researchers in chemistry education about the definition of multiple representations, the influence of multiple representations on chemistry learning outcomes, and how to implement various representations in chemistry learning models or strategies. The review results showed that the definition of numerous representations referred to both three levels of chemical representation and the tetrahedral representation of chemistry. Also, it referred to the use of various media. The influence of multiple representations on chemistry learning outcomes included improving concept understanding, improving performance, reducing mental effort, improving self-efficacy, making better cognitive structures, improving mental models, and reducing misconceptions. Multiple representations have also been implemented in several learning models or strategies such as &quot;Inquiry,&quot; &quot;Inquiry 5E,&quot; &quot;Guided Inquiry,&quot; &quot;Problem Solving,&quot; &quot;Thinking,&quot; &quot;Aloud Pair Problem Solving (TAPPS),&quot; &quot;Problem Posing (PP),&quot; &quot;Cognitive Dissonance,&quot; and &quot;Multiple Representation Based Learning (MRL).&quot;
Content Analysis of Science Education Research in Special Education Journals
Author: Zorluoglu, Seraceddin Levent
Date: 2022-00-00
Type: Journal Articles
Subjects: Content Analysis,Science Education,Educational Research,Special Education,Periodicals,Meta Analysis

This study examines the special education studies on science education in the ERIC database. The main facts to be determined in the content analysis conducted in this study are as follows: subject types of special education studies in the field of science education, change of preferred studies according to years, main objectives, research methods, sample sizes, data collection tools, research method, data analysis method, the types of disabilities of the individuals in the samples, the level of education of the participants, the types of techniques used in the analyses. The articles reviewed in the study were searched in ERIC databases. As a result of the search, 87 articles were examined within the scope of science and special education in nineteen journals. Tables and figures were used to make the findings more understandable. According to study results: It has been concluded that both researchers working in the field of special education and researchers working in the field of science education do not want to conduct science education studies with individuals with special needs; the special education studies mainly were conducted in the field of science and technology; the studies were mainly focused to STEM; it was determined that the most studies were done in the field of science education and the least in the field of physics, chemistry, and astronomy; &quot;Quasi-experimental&quot; and &quot;Multiple design&quot; methods were preferred the most among the quantitative research methods.