ethanporcaro/eric-fulltext-meta huggingface dataset:
Educators&apos; Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School with At-Risk Students
Author: Dyson, Ben
Date: 2021-06-00
Type: Journal Articles
Subjects: Teaching Methods,Social Emotional Learning,Elementary School Teachers,Teacher Attitudes,Teaching Experience,At Risk Students,Family Influence,Child Development,Comparative Analysis,Faculty Development,Educational Practices,Time Management

There exists a need to explore educators' initial experiences of working to establish Social and Emotional (SEL) pedagogies like Restorative Practices (RP) at elementary school level to help avoid slippage in implementation and inform and sustain long term positive change within school communities. Adopting a social ecological perspective, the purpose of this qualitative study was to explore educators' experiences of establishing SEL pedagogies in an elementary school with at-risk students. Utilizing interviews, focus group, and researcher field notes, 14 educators were asked to reflect on their understandings and ongoing experiences of SEL continued professional development and implementation of restorative practices. Applying inductive and deductive analysis, three themes emerged: Establishing the Significance of SEL through CPD; Putting SEL into Practice; and Realities of Establishing SEL. The insights of educators highlight where gaps existed and further support was required in order to incorporate the wider community and the fundamental role and influence of family in development of their students. Compared with the quantitative methodologies that have dominated SEL literature, qualitative methods help elicit the nuanced contextual opportunities and challenges educators experience when it comes to understanding and practically implementing SEL pedagogies holistically.
The Development of STEP, the CEFR-Based English Proficiency Test
Author: Sridhanyarat, Kietnawin
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Tests,Language Proficiency,Second Language Learning,Second Language Instruction,English (Second Language),Guidelines,Rating Scales,Language Teachers,Teacher Attitudes,Specialists,Test Items,Test Validity,Test Reliability,Standard Setting,Alignment (Education),Test Construction,Foreign Countries

This study aimed at developing the Silpakorn Test of English Proficiency (STEP), in alignment with the Common European Framework of Reference for Languages (CEFR), and in accordance with the theoretical framework established by Alderson et al. (2006). Four major steps were involved in the test construction. First, English language lecturers who served as content specialists were asked to design can-do statements presented in the CEFR. Then the specialists designed the test specification based on the can-do statements. Four skill areas: listening, semi-speaking, reading, and semi-writing were targeted as the test construct. At this juncture, the content specialists were required to write test items in accordance with the test specification. Next, the test items constructed were determined for their validity and reliability. Finally, a standard setting was carried out. The results demonstrated that the framework offered by Alderson et al. (2006) served as an effective reference document for developing the STEP. In terms of validity and reliability, the STEP was of statistical significance, that is, it could be aligned with the CEFR levels and measure test takers' English proficiency at a specific CEFR level. The current findings provide useful insights for test developers or researchers who wish to design proficiency tests in alignment with the CEFR.
Towards Teaching Digital Electronics Using Escape Rooms
Author: Ross, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Problem Solving,Educational Environment,Undergraduate Students,Engineering Education,Learner Engagement,Game Based Learning,Foreign Countries,Cooperative Learning,Instructional Effectiveness

Teaching second year undergraduate digital electronics is a serious business, designed to impart individual technical mastery. In this paper we attempt to embed several key digital logic concepts within an escape room game. We report results of iteratively piloting our game with academic engineering staff and then used them with students showing promise for using escape rooms to support undergraduate engineering education.
Outreach at Scale: Developing a Logic Model to Explore the Organizational Components of the Summer Engineering Experience for Kids Program
Author: Edwards, Cherie D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Summer Programs,Engineering Education,African American Students,Access to Education,Outreach Programs,Educational Experience,STEM Education,Disadvantaged,Program Descriptions,Models,Program Design,Educational Finance,Human Capital,Educational Objectives,Human Resources,Student Evaluation,National Competency Tests

Striving to remain a global leader in innovation, the United States continues prioritizing broadening participation in engineering and other STEM fields. For this reason, STEM outreach programs are increasingly popular and vital. However, few programs offer such outreach experiences at a large, national scale and intentionally situate those experiences in locations that enable access for African American youth. In this paper, we present a logic model that showcases the resources and components that can expand the reach of an effective program, outlining the programmatic components involved in executing the National Society of Black Engineers' Summer Engineering Experience for Kids (SEEK) program, which has effectively scaled to cities across the United States. Using SEEK as an instrumental case, we highlight what goes into offering a large-scale community-based STEM outreach program, emphasizing aspects that are most important to preserve during expansion into underserved communities. Key findings illustrate that maximizing the potential of recruiting and engaging youth from underserved populations may hinge on the ability of established programs to scale up their initiatives while establishing appropriate assessment plans to measure effectiveness. Additionally, embracing the ideals of collective impact provides an opportunity for such programs to progress their initiatives by replicating program designs in more communities.
Transitivity Structure of Research Articles: Variations across Sections
Author: Zheng, Xindi
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Reports,Academic Language,Discourse Analysis,Computational Linguistics,Language Styles,Periodicals,Applied Linguistics,Journal Articles,Text Structure,Writing Instruction,Second Language Learning,Second Language Instruction,Linguistic Theory,Documentation

This study investigates the transitivity structure of research articles and examines the variations of process types across sections, aiming to explore experiential meaning construction in academic discourse. The corpus for this study consists of ten applied linguistics research articles published from 2018 to 2020 in the top journals of the discipline. Features of the transitivity structure of the whole research articles are presented. The distribution of different process types is also examined in relation to the rhetorical purposes and stylistic features of the abstract, introduction, method, results and discussion, and conclusion sections. The findings reveal that transitivity structure could largely reflect the stylistic features of research articles, which are characterized as being informative and objective as well as interpersonal. Results also show that the distribution of process types may contribute to the regularity manifestation and purpose fulfillment of distinctive sections. This study has implications for both academic writers and academic writing courses.
Teaching Market-Driven Engineering Design with an Agent-Based Simulation Tool
Author: Hoffenson, Steven
Date: 2021-00-00
Type: Journal Articles
Subjects: Engineering Education,Marketing,Decision Making,Design,Case Studies,Teaching Methods,Undergraduate Students,Costs,Teamwork,Student Projects,Student Attitudes,Learning Processes,Learner Engagement,Instructional Effectiveness,Models,Purchasing,Computer Simulation,Computer Software,Course Descriptions

In product design, there is often a disconnect between the engineers creating the product and the marketing team determining the best characteristics for the product. The research areas of &quot;design for market systems&quot; and &quot;decision-based design&quot; seek to bridge that disconnect through quantitative approaches that facilitate simultaneous technical design and marketing decisions. However, these market-driven design frameworks have been primarily evaluated in the context of industry case studies, with limited integration into engineering education. This article presents the development and implementation of a simulation tool for teaching market-driven design in undergraduate engineering design courses. This classroom tool demonstrates the basic relationships between product design decisions, pricing and marketing choices, and predicted market success, by simulating the interactions among producers and consumers in a market system. The product attributes influence the cost and consumer utility of the product, which, along with price, affect market dynamics. The simulator was implemented in a third-year undergraduate design course to introduce the concept of market-driven product design, allowing student design teams to assess the impacts of different design variables on the market success of their design projects. Surveys and written reflections by the students were used to evaluate the simulator's value in contributing to self-reported learning. The results showed that a majority of students expressed that the simulator provides a meaningful and engaging way to learn about market-driven design concepts.
Pupils&apos; Research Skills Development through Project-Based Learning in Biology
Author: Salybekova, Nurdana
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Skills,Active Learning,Student Projects,Biology,Instructional Effectiveness,Foreign Countries,Secondary School Students

The study aims to develop theoretical foundations, methods of forming research skills of pupils in biological education, and experimental substantiation of its effectiveness. The following methods were used: analysis of psychological and pedagogical, biological, scientific, and methodological literature, the definition of the theory, the innovative methods of biological education, practical work, pedagogical practice, control, questionnaires, interviews, statistical analysis, identification, and implementation of training experiments. It is proposed to develop methods and determine the content of the formation of research competence through project activities, conduct and introduce them into the educational process. It is necessary to analyze the psychological, pedagogical, biological, scientific, and methodological literature to determine the theory, innovative methods of biological education, the organization of practical work, pedagogical practice, using a statistical method, which will lead to the creation of a methodology for the formation of research skills of pupils.
Effects of a Morpheme-Based Spelling Intervention Challenging Previous Results
Author: Jöbstl, Viktoria
Date: 2021-06-00
Type: Journal Articles
Subjects: Morphemes,Spelling,Intervention,Morphology (Languages),Decision Making,Comparative Analysis,Reading Tests,Standardized Tests,Literacy Education,German,Elementary School Students,Teaching Methods,Grade 2,Priming,Metalinguistics,Task Analysis,Language Processing,Reaction Time

Morpheme-based literacy training programs are widely used in German primary schools. This study investigated whether (1) morphological training is effective early in development (Grade 2) and (2) literacy gains can be attributed to advanced morphological processing. Fifty-two German-speaking second-graders participated in an eight-week morpheme-based training program, while an age-matched control group (n = 41) attended regular language classes. All children completed spelling, reading and morphological awareness tasks and participated in a masked primed lexical decision experiment, once before training, and then again following training. We observed training effects for spelling and reading morphologically complex words, with bigger increases in the intervention than the control group. In addition, the masked priming results revealed that lexical decision times decreased more strongly in the intervention than the control group, but there was no clear training impact on the pattern of morphological priming. However, the performance on standardized reading tests and a morphological awareness task did not differ across participant groups. Thus, while written language processing improved, it is unclear whether these effects can be attributed to morphological processing or rather general gains in orthographic knowledge.
The Influence of Knowledge Sharing and Competence on Academic Performance
Author: Rasto
Date: 2021-00-00
Type: Journal Articles
Subjects: Knowledge Management,Competence,Academic Achievement,Foreign Countries,College Students,Predictor Variables

This study goals to conclude the results of knowledge sharing and academic competence. The results obtained in this research aid as a orientation for stakeholders in the world of education to improve academic performance through knowledge sharing and competence so that the quality of learning increases. Questionnaires were distributed to 100 PTN students in Bandung in 2020. Sampling was carried out by using probability sampling method, this study uses path analysis. This analysis is used to define the causal relationship among variables sharing knowledge, competence and direct academic performance. and indirect influence. The results presented that there were indications of a affirmative and significant relationship among knowledge sharing and competence, knowledge sharing and academic performance, but there was a affirmative but not significant relationship between knowledge sharing through competence on academic performance.
Determine Potential Efficiency of Publications Amount for Engineering Departments Using Data Envelopment Analysis
Author: Abokhashabah, Tarek
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Publishing,College Faculty,Departments,Efficiency,Foreign Countries,Research,Universities,Engineering

This paper investigates the potential efficiency of researches from various departments under a common faculty in terms of their individual publications. The outcome in terms of the number of research publications of the eight departments working under the faculty of engineering at King Abdul-Aziz University was utilized as the case for these investigations. Data Envelopment Analysis (DEA) is utilized for the benchmarking of the research potential efficiency of these departments. The results of these studies are useful to know the potential research efficiency of each department under investigation and enable the respective departments/administration to determine the number of research publications necessary from each department to reach their respective optimal levels. The present study is helpful in diverting the interest of university management towards the quality development in education and research. The study is important as it uses Data Envelopment Analysis (DEA) method to determine the relative efficiency of the publication amount for engineering departments at King Abdul-Aziz University. It further suggests some of the important measures required for the improvement.
Instrument Performance Self-Efficacy Perceptions of Music Education Students
Author: Ciftcibasi, Mehmet Can
Date: 2021-00-00
Type: Journal Articles
Subjects: Musical Instruments,Self Efficacy,Student Attitudes,Music Education,Foreign Countries,Music Activities,Gender Differences,College Students,Psychological Patterns

The aim of this research was to identify the instrument performance self-efficacy status of students in the music education department. The study group for the research comprised 121 students attending Mehmet Akif Ersoy University Faculty of Education, Department of Music Education. In order to identify the self-efficacy perceptions of students in the research, the &quot;Self-Efficacy Scale Related to Instrument Performance&quot; developed by Seker (2016) was used. The model had a chi-square value 283.52, with 148 degrees of freedom. Investigation of the reliability of the scale found that the Cronbach alpha coefficient for the whole scale was .90 with correlation coefficient r= 0.88, p&lt;0.01. When the instrument performance self-efficacy of students in the music education department was investigated, it was seen that male students have higher self-efficacy perception than female students. Additionally, students who had graduated from fine art high schools were surmised to have higher self-efficacy for instrument performance compared to those who had graduated from other high schools.
From University to School -- Experiences of Teaching Practice in Three Countries
Author: Dan, Zhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cross Cultural Studies,Teaching Experience,Teacher Education Programs,Comparative Analysis,Comparative Education,Internship Programs,Educational Administration,Educational Cooperation,Educational Improvement,Foreign Countries,College Faculty,Educational Policy,Preservice Teacher Education

Teaching practice plays an important role in preparing future teachers. More and more countries pay attention to teaching practice in teacher education and take measures to improve the system of teaching practice. This paper examines the characteristics of teaching practice through the perspective of comparative analysis, comparing the situations in China, the UK and the USA. The different characteristics are presented, particularly in the goal of teaching practice, the duration of the internship and the cooperation system among education administration departments, universities, and schools. Some suggestions are proposed to improve teaching practice generally based on experience of these three countries. As such, it provides insight into practice for policymakers and academics in the field of teacher education.
STEM in Transition from Primary School to Middle School: Primary School Students&apos; Attitudes
Author: Karalar, Halit
Date: 2021-06-00
Type: Journal Articles
Subjects: STEM Education,Elementary School Students,Student Attitudes,Grade 4,Student Adjustment,Gender Differences,Individual Differences,Parent Background,Educational Attainment,Science Achievement,Mathematics Achievement,Foreign Countries

This study aims to examine the STEM attitudes of primary school fourth-grade students who are in the transition period from primary school to middle school. More specifically, this study examines whether the students' attitudes towards STEM significantly differ according to gender, parents' educational background, science achievement, and mathematics achievement. The data obtained from 221 fourth-grade students through the STEM Attitude Scale were analyzed by independent sample t-test and one-way analysis of variance (ANOVA). The research results revealed that students move from primary school to middle school with a high STEM attitude. In this transition, girls' attitudes towards mathematics and boys' towards engineering and technology were higher. The tendency in engineering and technology attitudes differs only in favor of male students but does not differ significantly in parents' educational background, science, and mathematics achievement. While there was no significant difference in general STEM attitudes of the students in terms of gender and mother's education, there was a difference in father's education, mathematics, and science achievement. Following, the research results were discussed, and recommendations for policymakers and practitioners were presented.
Different Views? The Experiences of International Students Studying HE in Three Non-University Settings
Author: King, Madeleine
Date: 2021-08-00
Type: Journal Articles
Subjects: Foreign Students,College Students,Student Experience,Student Recruitment,Study Abroad,Young Adults,Community Colleges,Public Colleges,Technical Institutes,Vocational Education,Reputation,Employment Potential,Paying for College,College Choice,Value Judgment,Acculturation,Comparative Education,Second Language Learning,English (Second Language),Foreign Countries

The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings.
The Relationship between Formative Assessment and Summative Assessment in Primary Grade Mathematics Classrooms
Author: Gezer, Tuba
Date: 2021-06-00
Type: Journal Articles
Subjects: Formative Evaluation,Summative Evaluation,Elementary School Mathematics,Mathematics Instruction,Elementary School Students,Primary Education,Mathematics Skills,Mathematics Achievement,Low Achievement,Computer Assisted Testing,Scores,Numeracy,Kindergarten,Grade 1,Grade 2,Computation

This study used hierarchical linear modeling to examine the relationship between an internet-based mathematics formative assessment and data from a mathematics summative assessment for primary grade learners (ages 5-7). Results showed a positive relationship between formative assessment data related to the concepts of counting and decomposing numbers and summative data. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The results suggest that formative assessment can be more beneficial to encourage low achieving students in primary-grade mathematics classrooms. Therefore, we recommend teachers to use formative assessment practices more frequently in low achieved primary grade classrooms. The formative assessment process includes the cycle of data collection, data analysis, planning future instruction, and examining the impact of that instruction through cycling back to data collection. This study contributes to the field by providing more empirical data about the relationship between formative and summative assessment with primary grades' learners.