ethanporcaro/eric-fulltext-meta huggingface dataset:
Tourism and ICT. Bibliometric Study on Digital Literacy in Higher Education
Author: Caldevilla-Domínguez, David
Date: 2021-00-00
Type: Journal Articles
Subjects: Tourism,Bibliometrics,Information Technology,Technological Literacy,Case Studies,Interdisciplinary Approach,Technology Integration,Teaching Methods,Higher Education,Educational Technology,Research Reports

The scientific production of digital literacy at the university level published in the Scopus database is analyzed, with a special emphasis on studies on tourism due to the relevance of information and communication technology (ICT) in said professional sector. For this, a bibliometric study of a pertinent sample is undertaken using a mixed methodology and based on a series of variables related to formal and content aspects. The last variable, reserved for the academic field under study, directly addresses the main objective as regards tourism. The results show a great global and multidisciplinary interest in digital literacy (DL), mainly from students. There is also a parallel between the integration of ICT into society and the growing evolution of case studies, as well as little interest in their development in specific areas such as tourism studies. Despite good results in general terms, the lack of specialization poses challenges that require greater involvement of training institutions in the sense of providing future professionals with the necessary tools to face them successfully, especially in sectors such as tourism where ICTs are a key piece.
Empowering Refugee Children with the Use of Persona Doll
Author: Al-Jubeh, Dania
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,Children,Immigrants,Toys,Semitic Languages,Student Diversity,Cultural Differences,Cultural Awareness,Consciousness Raising,Program Effectiveness,Student Attitudes,Empathy,Foreign Countries,Racial Bias,Ethnicity,Ethnic Diversity,Elementary School Students

This study focuses on Arabic-speaking children with a refugee or/and migrant background and its purpose is to explore if and how the Persona Doll method can influence this target group in terms of their attitudes and learning. The present study is a qualitative research in the form of action research. On the basis of data collection through participant observation, interviews and identity texts, a Persona Doll was designed that mirrored specific characteristics of the participant children and shared stories that reflected their personal experiences. The designed sessions with the Persona Doll were based on Brown's methodology and were implemented in a non-formal education setting. In this paper, a detailed description is provided and after content analysis, the major findings are presented. Specifically, it was demonstrated that the Persona Doll generated positive attitudes, contributed to language education and empowered bicultural identity.
Evaluation of Middle-School 6th Grade Mathematics Curriculum
Author: Basar, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Middle School Students,Curriculum Evaluation,Mathematics Instruction,Grade 6,Mathematics Tests,Mathematics Achievement,Student Attitudes,Scores,Measures (Individuals),Foreign Countries,Comparative Analysis,Teaching Methods,Pretests Posttests

This study was carried out to determine the efficacy of the 6th grade mathematics curriculum implemented in 2018 in Turkey using Tyler's model of curriculum evaluation. The study used the survey model and the stratified sampling method. Schools included in the sample were divided into three levels, an &quot;upper group&quot;, &quot;middle group&quot; and a &quot;lower group&quot; with regard to their level of success. The research was carried out with the participation of 266 students studying in these schools. The &quot;Middle-School 6th Grade Mathematics Course Achievement Test&quot; was used to determine the level of achievement of the objectives in the curriculum. In addition, the &quot;Attitude Towards Mathematics Scale&quot; was used to determine students' attitudes towards mathematics course. As a result of the research, in terms of the level of achievement of the objectives in the curriculum, it was determined that the students studying in the upper group schools were more successful than the students studying in the middle and lower group schools. Moreover, the upper group students' attitude scores regarding the mathematics course were significantly higher than the middle and lower group students' scores, although the middle group students' attitude scores were significantly higher than lower group students'.
Analysis of University STEM Students&apos; Mathematical, Linguistic, Rhetorical-Organizational Assignment Errors
Author: Arévalo, María-José
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Instructional Design,Essays,Computational Linguistics,Error Analysis (Language),Interdisciplinary Approach,Pilot Projects,Undergraduate Students,Writing (Composition),Engineering Education,Writing Skills,Error Patterns,Classification,Rhetoric,Communication Strategies,Mathematics,Connected Discourse,Writing Evaluation,Spanish,Integrated Learning Systems,Foreign Countries,Syntax,Punctuation,Writing Improvement

Although Error Analysis (EA) has been broadly used in Foreign Language and Mother Tongue learning contexts, it has not been applied in the field of engineering and by STEM (Science, Technology, Engineering, and Mathematics) students in a systematic way. In this interdisciplinary pilot study, we applied the EA methodology to a wide corpus of exercises and essays written by third-year students of mechanical engineering, with the main purpose of achieving a precise diagnosis of the students' strengths and weaknesses in writing skills. For the analysis to be as exhaustive as possible, the errors were typologized into three main categories (linguistic, mathematical, and rhetorical-organizational), each of which is, in turn, subdivided into 15 items. The results show that the predominant errors are rhetorical-organizational (39%) and linguistic (38%). The application of EA permits the precise identification of the areas of improvement and the subsequent implementation of an educational design that allows STEM students to improve their communicative strategies, especially those related to the writing skills and, more precisely, those having to do with the optimal use of syntax, punctuation, rhetorical structure of the text, and mathematical coherence.
Schools, Universities and Large-Scale Assessment Responses to COVID-19: The Swedish Example
Author: Wiberg, Marie
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standardized Tests,Testing,College Entrance Examinations,Aptitude Tests,Educational Change,School Closing,Elementary Schools,Secondary Schools,Higher Education,COVID-19,Pandemics,College Admission,Responses,Distance Education,Computer Assisted Testing,National Competency Tests

The aim of this paper is to describe, analyze, and discuss how Swedish schools and the national tests in schools, university teaching and examination, and the college admissions test, Swedish Scholastic Aptitude Test (SweSAT), have been affected by the COVID-19 situation. A further aim is to discuss the challenges in schools, universities and in the admissions test process in Sweden which are due to the COVID-19 situation. Contrary to many other countries, Swedish schools remained open, except for upper secondary school and universities where teaching went online. However, the spring administrations of the national tests and the high-stake college admission test, SweSAT, were cancelled, which had impact on admissions to universities in the fall. By using documentation from the news, school, and university authorities, as well as governmental reports of the events and a student survey, challenges are discussed. The novelty of this study includes a discussion of the events and their upcoming challenges. A discussion of what could be learned and what to expect in the close future is included, as well as conclusions which can be drawn from this situation.
Academic Assessment of English Learning School-Aged Children with Suspected Learning Disabilities
Author: Cho, EunMi
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Evaluation,English Language Learners,Learning Disabilities,Educational Assessment,English (Second Language),Second Language Learning,Disability Identification,Evaluators,Elementary School Students

The investigators sought to determine whether education evaluators, mainly school psychologists, complied with federal, state, and professional practice guidelines when assessing English learning (EL) school-aged children suspected of a learning disability in three northern California school districts. In accordance with the Individuals with Disabilities Education Improvement Act (U.S. Congress, 2004), all intellectual and academic assessments must be selected and administered by properly trained assessors so as not to be racially, culturally, and linguistically inappropriate. The investigators reviewed the academic assessment reports of 88 EL children who, at the time of the study, had been receiving both special education as well as English as a Second Language instruction. We investigated the cumulative files to identify if evaluators consider the student's primary language by using culturally appropriate tests and interpreters, communicating with families, and consideration other important factors such as their attendance, grades, sex, and other factors. The investigators discovered that out of the 88 children, 76 were assessed in English only although all spoke English as their second language. In addition, none of the school psychologists employed the use of an interpreter during any portion of the assessment process. Findings present a compelling case for greater university program and local in-service training on appropriate assessment procedures for school psychologists when assessing EL children for LD.
Awareness and Views of Teachers Who Received In-Service STEM Training about STEM
Author: Acar, Dilber
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Public School Teachers,Elementary Secondary Education,STEM Education,Inservice Teacher Education,Professional Development,Knowledge Level,Educational Benefits,Curriculum Implementation,Teaching Methods,Teacher Participation,Foreign Countries

This study aimed to investigate the awareness and views of teachers from different disciplines who received in-service STEM training about STEM education. To this end, the study employed a mixed methods research design in which both quantitative and qualitative research approaches are used. For the quantitative phase of the study, the sample was composed of 64 teachers from the different branches. The teachers were sampled using convenience sampling. For the qualitative phase of the study, the teachers were chosen using criterion sampling. The sample was drawn of 16 teachers who had a high, moderate or low level of awareness. The quantitative data were collected using the &quot;STEM Awareness Scale&quot; and the qualitative data were collected using a semi-structured interview form. The analysis results showed that teachers' awareness of STEM increased after the in-service training. The teachers held the view that using the STEM approach in their classes is beneficial to, themselves, students, and the country and the effective implementation of STEM education depends on the elimination of shortcomings such as the lack of time, materials, and workshops.
School Counselors and School-Community Partnerships: Perceptions from School Counselors
Author: Dogan, Sabri
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,School Community Relationship,Partnerships in Education,Counselor Attitudes,Leadership,Leadership Role,Administrator Attitudes

Numerous authors have called for school counselors to be leaders in school-community collaborative partnerships, yet current research pertaining to school counselors' involvement with such efforts is lacking. This survey was conducted to ascertain school counselors' perceptions of their role and training relative to school-community partnerships in a Midwestern state.
Supporting the Success of Student Refugees Using a Multi-Tiered Systemic Approach
Author: Isawi, Dana T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Refugees,School Counselors,School Counseling,Counseling Techniques,Counseling Effectiveness,Elementary School Students,Secondary School Students,At Risk Students,Student Development,Social Development,Emotional Development,Career Development,Cultural Relevance,Intervention

School counselors are in a unique position to support the development and success of student refugees. This article presents a multi-tiered systemic approach for school counselors to enhance the social/emotional, academic, and career development of student refugees in K-12 schools. The article elaborates on culturally sensitive practical interventions for working with this population of students.
Examination of the Relationship between Prospective Social Studies Teachers Epistemological Beliefs and Their Attitudes towards Learning
Author: Altay, Nalan
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Social Studies,Student Attitudes,Beliefs,Preservice Teacher Education,Epistemology,Learning,Instructional Program Divisions,Gender Differences,Geographic Location,Power Structure,Knowledge Level,Information Sources,Teaching (Occupation),Student Characteristics,Rural Urban Differences,Logical Thinking

This study was carried out to determine relationship between prospective teachers (studying at department of social studies teaching)' attitudes towards learning and their scientific epistemological beliefs. The study was conducted with 213 prospective (preservice) social studies teachers who were studying at Faculty of Education of a public university during 2019-2020 Academic year. Mixed method was employed in the study. Attitude scale towards learning and epistemological belief scale were used in obtaining quantitative data; and qualitative ones (data) were collected by interview form. Analysis of quantitative data was carried out by SPSS 22 statistical package program. Content analysis was applied to qualitative data, obtained as a result of the interview with 25 prospective teachers. According to findings, obtained from the study, prospective teachers' attitudes towards learning and epistemological beliefs, are at high level and medium-level, respectively. It was found to be a significant relationship between attitude towards learning and epistemological belief.
Black Girls and School Discipline: Shifting from the Narrow Zone of Zero Tolerance to a Wide Region of Restorative Practices and Culturally Proficient Partnerships
Author: Clark-Louque, Angela
Date: 2020-00-00
Type: Journal Articles
Subjects: African American Students,Females,Suspension,Disproportionate Representation,Discipline,Ethnic Stereotypes,Racial Bias,Zero Tolerance Policy,Expulsion,At Risk Students,High School Students,Social Justice,Teacher Competencies,Culturally Relevant Education,Family Involvement,Community Involvement,Equal Education,Gender Bias

Nationally, Black girls experience disproportionate discipline consequences more than any other group of students, starting in preschool with Black girls making up 20% of girls enrolled, but 54% of girls suspended from preschool (Camera, 2017). Inequitable, exclusionary discipline practices occur because there are many forms of institutionalized racism, including the invisibility, intersectionality, and stereotyping of Black girls. Implicit biases held by some school officials transform into practices, (supported by policies such as Zero Tolerance), which translate into suspensions and expulsions, and further contribute to the school-to-prison pipeline. Two scenarios of Black female high school students are examined to compare the implications of Zero Tolerance policies versus Restorative Practices and creating equity through Culturally Proficient Partnerships. The recommendations to reduce the number of suspensions is to not only use Restorative Practices, but also continue to educate and equip teachers and administrators in Culturally Proficient strategies that promote family and community partnerships, which insist on equity and fairness.
Pre-Service Teachers&apos; Cognitive Constructs Regarding the Characteristics of a Good Information Technologies Academicians
Author: Ramazanoglu, Mehmet
Date: 2021-03-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Information Technology,Cognitive Structures,Teacher Characteristics,College Faculty,Teacher Effectiveness,Computer Science Education,Educational Technology,Classification,Pedagogical Content Knowledge,Professionalism,Values,Correlation,Models,Teacher Evaluation,Foreign Countries

This paper focuses on revealing and modeling the cognitive constructs of pre-service teachers regarding the characteristics of a good IT academician. The research was carried out via the exploratory sequential design with the participation of 42 volunteer pre-service teachers enrolled in the Department of Computer and Instructional Technology. The data were obtained through the structured interview according to the repertory grid technique. The data obtained were analysed by taking into consideration similarities and common features. 426 cognitive constructs were found. Cognitive constructs were collected under 11 sub-categories. These categories were also divided into three main categories: attitudes and values, professional knowledge, and professional skills. As a result, essential constructs within the model of a good academician include the relationship among students, knowledge of field education, and field knowledge. The model revealed a whole set of characteristics rather than a few characteristics of a good IT academician. The model can be used to evaluate IT academicians and to explain the relationship among their characteristics.
Science Education for Gifted Students: Opinions of Students, Parents, and Teachers
Author: Onal, Nagihan Tanik
Date: 2021-03-00
Type: Journal Articles
Subjects: Science Education,Academically Gifted,Student Attitudes,Parent Attitudes,Teacher Attitudes,Science Instruction,Foreign Countries,Science Activities

This paper aims to examine the opinions of gifted children, their parents, and science teachers working at the Science and Art Centre (BILSEM) regarding science education for the gifted. The present study participants, which was conducted by utilizing the phenomenology design using one of the qualitative research methods, were ten talented students, seven parents, and two science teachers working at BILSEM. The study's data were collected using semi-structured interviews held with the participants. The collected data were analyzed by adopting the data analysis process proposed by Moustakas (1994) for phenomenological studies. The study revealed that gifted students possess a mental perception of sciences in the form of life, experience, and scientific knowledge. Talented learners want to learn science by employing experiments, projects, excursions, and observations. Based on these findings, it is recommended that gifted students should be provided with an enjoyable science learning environment to make them active, have fun while learning, perform experiments, and develop projects.
Cybergossip, Cyberaggression, Problematic Internet Use and Family Communication
Author: Romera, Eva M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Computer Mediated Communication,Risk,Gender Differences,Age Differences,Elementary School Students,Early Adolescents,Preadolescents,Self Disclosure (Individuals),Child Behavior,Parent Child Relationship,Aggression,Bullying,Foreign Countries

Research into risky online behaviour among children and adolescents is on the rise, with more studies being conducted into the factors which can influence this phenomenon, above all in relation to school and family life. In the latter sphere, one relevant factor is the degree of genuine trust children have in their parents when using the Internet. The main objective of this study is to verify the effects of child disclosure about cyberaggression, in addition to the mediating role of problematic Internet use and cybergossip, and the moderating role of gender and age. A total of 866 primary school children (53% girls) between 10 and 13 years old (M=11.21; SD=0.90) were surveyed using self-reporting. The data processing followed a moderated serial mediation model using &quot;Process&quot;. The results revealed the effects of child disclosure about cyberaggression and the mediation of problematic Internet use and cybergossip. Unlike gender, age moderated the effects of the mediation model. The results highlight the need to foster a climate of trust and communication in the family environment to reduce involvement in risky online behaviour, in which children feel understood and supported by their parents, which in turn encourages open communication about Internet use.
Investigation of University Students&apos; In-Class Smartphones Usage with Association Rules
Author: Karabatak, Songül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Telecommunications,Handheld Devices,Incidence,Gender Differences,Technology Uses in Education,Student Attitudes,Attention,Social Media,Standards,Instructional Program Divisions

This study aimed to investigate the university students' usage of smartphones in-class and reveal the relationships among the frequency of use, the purpose of use, reasons for the smartphone using in course, and demographic variables (gender and class). To achieve this aim, we used the correlational survey model. The study sample was selected from the students studying in an Education Faculty of a University in the east of Turkey in the spring semester of 2019-2020 academic year. The sample determined by the snowball sampling method consisted of a total of 577 students. The survey technique was used to collect data. The descriptive and relation analysis were used in the analysis of the data. Frequency and percentage calculations were made for descriptive analysis. For relational analysis, the association rule, one of the data mining methods, was used. It has been revealed that most of the students use their smartphones occasionally and mostly in messages, to do research and connect to social networks. It was observed that the main reasons that motivated students to use their smartphones in the courses were doing research about the course and using them in emergencies. Besides, students gave close answers about the effect of smartphone use on academic performance, and most of the students stated that they did not have difficulty focusing when using smartphones in the courses. Some students also stated that they did not use the phone as it distracted them, and it was forbidden to use it in the course. Results revealed that the boring course, negative attitudes towards the lecturer, and the course cause students to message and connect to social media. It was concluded that the occasional use of smartphones in the courses in cases of emergency and messaging does not affect students' academic performance and does not cause any problems in focusing on the course. Besides, most people who use their smartphones for researching, reading news, and messaging in the courses stated that they use their smartphones for educational purposes. Some suggestions were developed at the end of the study based on the results.