ethanporcaro/eric-fulltext-meta huggingface dataset:
How Do Our Tools Connect to Our Practice? Investigating What Tools to Pick for a Multimodal Communication Center
Author: Howard, James
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication (Thought Transfer),Educational Equipment,Educational Practices,Teaching Methods,Universities

Communication centers are spaces of mediation. They involve tutors and clients negotiating sessions. The work these clients do may be spoken, written, or otherwise shown. That is where tools come in, like the hard copies of written and visual artifacts, the laptops or tablets that display them digitally, the projectors that allow for presentation practice, the printers that generate physical copies, and so on. For a communication center, tools allow tutors and clients to display media, work on media, and think about media in innovative ways. A director must successfully make an argument for a tool, even if it is hard to know what uses that tool will find before it has been tested or bought. For these reasons, communication center administrators need information that allows them to provisionally understand how these tools are used. This article approaches the question of utility in two respects. First, a survey and observational data of Georgia Tech's Communication Center highlights three broad categories of tool: core tools embraced by the core praxis of a center; modal tools specific to supporting particular modes of communication; and peripheral tools tied to particular pedagogical methods. All three of these tools can have a place in productive communication center practices. Second, while there is no &quot;best tool,&quot; the pedagogical applications of each tool are plotted out and paired with some basic questions to help guide the difficult decision of what tools or technologies a center might invest in. Summarily, while administrators may not know all the potential uses of a tool before it is acquired, there are pedagogical applications that can serve as baseline arguments for buying them.
It Takes Three to Enhance: A Pilot Study of Collaboration in the Basic Course
Author: McCall, Jessica D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Support Services,Communication Skills,Courses,Undergraduate Study,Course Content,Undergraduate Students,Academic Libraries,Persuasive Discourse,Help Seeking

While instruction from the communication center and library has supported students and teaching for many years, we seek a more intentional collaboration between these support services and the basic communication course. This article follows a pilot case study performed to explore student perceptions of an in-class collaborative session designed to meet the needs of students in the basic communication course (BCC). Through a mixed- methods approach, basic course students and course instructors were surveyed to understand and explore the perceptions and possible outcomes of the project. The results suggest the importance of collaboration and in-class instruction, yielding future case-specific enhancements and generalizable suggestions and precautions for other universities and colleges.
The Effects of STEM Education on the Students&apos; Critical Thinking Skills and STEM Perceptions
Author: Hacioglu, Yasemin
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Engineering Education,Design,Instructional Effectiveness,Middle School Students,Early Adolescents,Grade 7,Public Schools,Student Attitudes,Attitude Change,Skill Development,Thinking Skills,Critical Thinking,21st Century Skills,Science Careers,Career Awareness,Measures (Individuals),Foreign Countries

Critical thinking and STEM career perception are important in 21th century and STEM education is necessary to promote middle school students' critical thinking skills and STEM perception. In this research we aim to research the effects of engineering design-based STEM education on the middle school students' critical thinking skills and STEM perceptions. In this case study, STEM activities were developed according the subjects of &quot;Reflections in Mirror&quot; and &quot;Absorption of Light&quot; and prepared activity booklet. The activities implemented with 30 seventh grade middle school students in Istanbul province for five weeks (20 course hours). While student solved the design problems in the housing estate and designed &quot;Safe and Eco-Friendly House Estate&quot;, the teacher guided students in this process. To solve the problem/ground design challenge, they did five mini designs and five researches/experiments in six teams of five students. The quantitative data were performed California Critical Thinking Disposition Inventory (CCTDI) and STEM Perception Test as pre and post-test and analysed statically. Semi-structured interviews were performed to support quantitative data and analysed descriptively. STEM education developed students' critical thinking skills and STEM perceptions positively and also it had indirect effects on their career awareness. [This research is presented as an oral paper at the &quot;International Conference on New Explorations in Education&quot; on May 11-12, 2018 in Marmara University, Istanbul-Turkey.]
The Relationship between Turkish Middle School Students&apos; 21st Century Skills and STEM Career Interest: Gender Effect
Author: Atabey, Nejla
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,STEM Education,Middle School Students,Career Choice,Occupational Aspiration,21st Century Skills,Correlation,Gender Differences,Student Interests

Several conceptual and theoretical studies on the importance of science-technology-engineering-mathematics (STEM) careers and the 21st century skills required for these careers have been carried out; because they have been accepted as important for the improvement of society and maintenance of economic growth. However, there has not been research within the current educational literature examining the relationship between 21st century skills and STEM career interests of middle school students. Therefore, the main aim of this study is to examine the presence and level of the relationship between middle school students' 21st century skills and their interest in pursuing a STEM career. In addition, the presence of significant differences between male and female students' STEM career interest and 21st century skills was also investigated. The participants of the study were 282 middle school students. The research was completed via a quantitative study based on the relational survey model; data collection tools were STEM career interest survey and 21st century skills scale. A Pearson product-moment correlation method was used to explore the presence and level of the relationship between students' 21st century skills and STEM career interest. In addition, an independent samples t-test was used to answer whether there are significant differences between students' STEM career interest and/or 21st century skills in terms of gender. The findings showed that there is a statistically significant relationship between students' 21st century skills and STEM career interest. In addition, there is not a significant difference between female and male students' STEM career interest, while there is a significant difference between their 21st century skills.
Parental Perceptions to Outdoor Activities
Author: Mart, Mehmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Attitudes,Preferences,Foreign Countries,Preschool Children,Play,Child Safety,Playgrounds,Natural Resources,Outdoor Education,Child Development

The importance of outdoor activities for children should not be overlooked, and teachers and parents as stakeholders have an influential role in providing learning opportunities (Elliott, 2015). Teachers are dependent on parental reciprocity because of potential for harm (Maynard, 2007), and parents can limit activities because of various reasons such as traffic, weather and getting hurt (Cevher-Kalburan, 2014; Yilmaz, 2016). Therefore, identifying parental perceptions of outdoor activities is a significant aspect of supporting children's opportunity to engage in them. In this research, semi-structured interviews were used to collect data, as a way to understand participating parents' views in detail (Fife, 2005). Data collection was carried out by the author and NVivo 12 software programme was used to analyse data from 30 participants. Six main themes emerged from the interview questions in the data analysis, which are presented in this paper. While participating parents overall were positive about promoting outdoor activities both at out-of-school and in schools, their preferences for their children were mostly for indoor activities. Thus, there was conflict between what they claimed for outdoor activities and what they most preferred for their own children. This apparent tension suggests the need for further research.
Predictive Relationships between Incivility Behaviors Faced by Guidance Counselors and Subjective Well-Being and Life-Domain Satisfaction
Author: Sürücü, Abdullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Prediction,School Counselors,Antisocial Behavior,Well Being,Life Satisfaction,Work Environment,Elementary Secondary Education,Foreign Countries

In this study, it was aimed to determine the predictive relationships between the incivility behaviors faced by guidance counselors and subjective well-being (SWB) and life-domain satisfaction. The design of the study was based on the relational survey model. The study group was selected using the disproportionate appropriate sampling method. A total of 350 (198 females and 152 males) guidance counselors, who were in charge in schools and the Guidance and Research Center, were recruited for this study. The &quot;School Incivility Scale-SIS&quot; developed by Yildirim, Unal and Surucu (2013) to measure the rude behaviors faced by guidance counselors, and the &quot;Subjective Well-Being Scale&quot; developed by Tuzgöl Dost (2005a) to determine the subjective well-being level, and &quot;Personal Wellbeing Index-A&quot; adapted into Turkish by Simsek (2011) to determine satisfaction in life-domains were used to collect data. The results revealed that the most significant variable affecting the SWBs of guidance counselors was incivility, and there was a negative linear relationship between SWB and incivility. It was determined that the most important variable affecting life-domain satisfaction was SWB, and there was a positive linear relationship between life-domain satisfaction and SWB. It was determined that the second most important variable affecting life-domain satisfaction is incivility, and there is a negative linear relationship between life-domain satisfaction and incivility.
Adult EFL Learners&apos; Drives to Improve Their English in Private Language Schools
Author: Souri, Davood
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Students,English (Second Language),Second Language Learning,Private Schools,Foreign Countries,Student Motivation,Employment Qualifications,Interests,Language Proficiency,Influences,Language Skills

The present study investigated EFL adult learners' reasons behind learning English in a new setting with a mixed-design research methodology. The subjects of this study were forty adult English language learners, 20 males and 20 females, who were learning English as a foreign language in a private English language school in Istanbul. Necessary data regarding the participants' reasons for learning English were collected through two instruments: questionnaires and interviews. The data analysis revealed that external factors such as finding a job and personal interests such as the desire to make friends urged and encouraged the participants to enrol in the private English language school to improve their English after a hard day of work or study. The study's findings concluded that both instrumental and integrative motivation played roles in the participants' drives to study English.
Examining 4th Grade Gifted and Non-Gifted Students Understanding Levels of Place Value
Author: Paydar, Seyhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Grade 4,Foreign Countries,Mathematics Education,Concept Formation,Number Concepts,Computation,Elementary School Students,Mathematical Concepts

The aim of this research is to reveal the understanding of dimensions and sub-dimensions of the place value in natural numbers of gifted and non-gifted students attending fourth grade. A mixed approach was adopted in the research. The research is quantitative in terms of revealing the levels of place value, counting, representing, naming, renaming, comparing and calculating the dimensions of the students and comparing the general mean score of both groups with the mean score for each dimension, and it is qualitative in terms of revealing the mistakes made in these dimensions. The study group of the research consists of 76 students diagnosed as gifted who attend four different SACs and 90 non-gifted fourth grade students attending in a regular school in town in the Central Anatolia Region. According to the findings obtained in the research, it was revealed that students with a diagnosis of giftedness could not reach the desired learning level in the count by 10 forward sub-dimension of the counting dimension of the place value. It was also revealed that they could not reach the desired learning level in the non-standard representation sub-dimension of the representation dimension. On the other hand the non-gifted students could not reach the desired learning level also in the division sub-dimension of the calculation dimension. It was concluded that students that are diagnosed as gifted had high success in terms of understanding the place value of natural numbers. For both groups of students, it can be said that they have difficulties in operations with non-standard representations, and they have difficulty in thinking differently because they are used to doing the questions by memorization and rules. Experimental studies can be carried out on the dimensions of the place value.
Measuring Cognitive Engagement: An Overview of Measurement Instruments and Techniques
Author: Li, Shan
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Measurement Techniques,Research Reports,Cognitive Processes,Content Analysis,Teacher Attitudes,Eye Movements,Sampling,Self Evaluation (Individuals),Physiology,Measurement Equipment

This paper adopted an analytical perspective to review cognitive engagement measures. This paper provided a comprehensive understanding of the instruments/techniques used to measure cognitive engagement, which could assist researchers or practitioners in improving their measurement methodologies. In particular, we conducted a systematic literature search, based on which the current practice in measuring cognitive engagement was synthesized. We organized and aggregated the information of cognitive engagement measures by their types, including self-report scales, observations, interviews, teacher ratings, experience sampling, eye-tracking, physiological sensors, trace analysis, and content analysis. We provided a critical analysis of the strength and weaknesses of each measurement method. Recommendations for measuring cognitive engagement were also provided to guide future empirical work in a meaningful direction.
The Use of Digital Technologies at School and Cognitive Learning Outcomes: A Population-Based Study in Finland
Author: Saarinen, Aino I. L.
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Science Achievement,Mathematics Achievement,Reading Achievement,Cooperative Learning,Problem Solving,Student Attitudes,Technological Literacy,Self Concept,Predictor Variables,Age Differences,Gender Differences,Socioeconomic Status,Access to Computers,Adolescents

Recently, the use of information and communications technology (ICT) at school has been extensively increased in Finland. This study investigated whether the use of ICT at school is linked to students 'learning outcomes in Finland. We used the Finnish PISA 2015 data (N=5037). Cognitive learning outcomes (i.e. science, mathematics, reading, collaborative problem-solving) were evaluated with computer-based tests. ICT use at school, ICT availability at school, and students' perceived ICT competence were assessed with self-rating questionnaires. Frequent ICT use at school predicted students' weaker performance in all the cognitive learning outcomes, when adjusted for age, gender, parental socioeconomic status, students' ICT competence, and ICT availability at school. Further, the effect of ICT use on learning outcomes was more negative in students with higher than lower ICT skills. Frequent use of ICT at school appears to be linked to weaker cognitive learning outcomes in Finland. This may be explained by working memory overload and task-switching during the use of digital technologies. This finding also suggests that even though students with ICT skills are good at mechanical use of digital device, they may not have abilities for a goal- oriented and self-directed use of digital technologies that could promote their learning.
True Grit: How Important Is the Concept of Grit for Education? A Narrative Literature Review
Author: Allen, Rosie Elizabeth
Date: 2021-02-00
Type: Journal Articles
Subjects: Academic Persistence,Outcomes of Education,Academic Achievement,Attendance,School Holding Power,Predictor Variables,Criticism,Educational Benefits,Success

An abundance of literature exists that explores the potential applications of grit in predicting several academic outcomes. Regardless, the concept of grit has been heavily criticised due to the number of inconsistencies among current research. Fully understanding the usefulness of grit in an educational context is a worthwhile pursuit and could yield incredibly influential implications. The current narrative review aimed to address and explore these inconsistencies to determine the true impact of grit on the academic outcomes of school students. Such that, it aimed to establish whether grit was useful in improving outcomes such as academic achievement, attendance and retention. Research posits that grit is a strong predictor of academic outcomes for many, but not all, students. Furthermore, it seems that the predictive abilities of grit can be enhanced by concentrating on the perseverance of efforts component of grit, rather than overall grit. While the importance of grit's perseverance component has been confirmed; there are several recommendations for future research. Likewise, a number of inconsistencies are discussed relating to grits practical applications within an educational context. Cultivating grittiness, specifically perseverance of efforts, in student populations would reap huge rewards. Indeed, the educational rewards for students would be substantial, as well as the financial benefits for schools and educating institutions. The usefulness of cultivating a perseverance of efforts in students is discussed.
&apos;What Kind of Education System Are We Offering&apos;: The Views of Education Professionals on School Refusal
Author: Devenney, Roisin
Date: 2021-02-00
Type: Journal Articles
Subjects: Teaching Methods,Attendance,Mental Disorders,Secondary Education,Barriers,Emotional Disturbances,Trauma,Socioeconomic Status,Academic Achievement,Conflict,Social Justice,Equal Education,Foreign Countries,Teacher Attitudes,Administrator Attitudes,Principals,Educational Experience,Educational Attitudes

In recent years, there has been a growing concern about the issue of school refusal, particularly given the adverse effects on young people's social, emotional and educational development. School refusal is understood differently within contemporary literature; as a symptom of an underlying mental illness or disorder, or alternatively, as a signal that all is not well in the young person's world. These varying construal's have important implications for education responses to school refusal. This study explores education professionals' views and experiences of school refusal within second level schools in Ireland. The findings from seventeen in-depth interviews highlight the complex nature of school refusal and unique challenges it presents for professionals, young people and parents. Key themes include emotional and psychological distress experienced by young people and their exposure to adverse childhood experiences and trauma; the influence of family socio economic status and unequal access to support services and resources; the pressures for academic achievement and resulting conflictual relationships within the school environment and between home and school. This study highlights the need for trauma-informed approaches in schools and urges future research to consider school refusal within wider debates on social justice and the goals and purposes of education.
Why Did They Leave School? A Self Determination Theory Perspective into Narratives of Finnish Early School Leavers
Author: Pikkarainen, Merja Tellervo
Date: 2021-02-00
Type: Journal Articles
Subjects: Dropouts,Dropout Attitudes,Foreign Countries,Self Determination,Student Experience,Need Gratification,Interpersonal Relationship,Competence,Personal Autonomy,Environmental Influences,Family Influence,Educational Environment,Coping

The present study aims to provide insights into the experiences of early school leavers within the Finnish context. We conducted a narrative inquiry among eleven early school leavers who were in prison when they were interviewed. Self Determination Theory (SDT), more specifically the concept of frustration of the three basic psychological needs of competence, relatedness and autonomy, and the tendency of people to move towards more supporting environments, was used as an interpretative tool, along with contextual information. We identified three pathways out of school, differing in the locus of need thwarting circumstances and the availability of access to transfer into a more satisfying environment. Furthermore, the experienced threat of safety was a shared element in the narrative accounts. Additionally, the findings add information about experienced indifference in the case of the participants, which is a new element in theorising the continuum of perceived need satisfaction within the terms of SDT.
Journalistic Techniques in Communication Centers
Author: Ellis-Harrison, Erin
Date: 2017-00-00
Type: Journal Articles
Subjects: Journalism,Academic Support Services,Communication (Thought Transfer),Learner Engagement,Tutoring,Critical Thinking,Interpersonal Relationship,Self Control,Listening Skills

Communication centers offer speakers an opportunity to engage in a tutoring experience (consultation) where students work with a trained consultant who can help brainstorm, organize, and refine their oral presentation. Consultants working in communication centers are often faced with the issue of how to engage their speaker during the consultation. In this article, the author discusses how communication center consultants can employ journalistic techniques to engage students in the critical thinking process. Four techniques employed by journalists during an interview that communication center consultants can implement into their consultations are: begin with the easy questions, maintain self-control, listen and listen well, and take nothing at face value. Consultants providing students with feedback on brainstorming and organization can best implement these techniques and offer a way to critically think about a speech and allow the speaker to take on an active role in the learning environment.