ethanporcaro/eric-fulltext-meta huggingface dataset:
Regression Model on Self-Esteem, Self-Efficacy, Locus of Control as Predictors of Academic Performance of Students in Higher Education
Author: Waseem, Javeria
Date: 2020-12-00
Type: Journal Articles
Subjects: Self Efficacy,Locus of Control,Predictor Variables,Academic Achievement,College Students,Public Colleges,Private Colleges,Student Characteristics,Foreign Countries,Well Being

This research computed the combined effects of self-esteem, self-efficacy, and locus of control as predictors of academic performance of students in different universities of Karachi by using the Regression model. Previous researches were correlational studies in nature and reported the moderate positive correlations between the variables self-esteem, self-efficacy, and locus of control and academic performance. A questionnaire with 40 items related to self-esteem, self-efficacy, locus of control, and academic performance was designed. The data was collected from the public and private universities of Karachi. Descriptive Statistics, t-test, Correlation, and Regression were calculated through SPSS. The regression model showed that self-esteem, self-efficacy, Locus of Control significantly predicted the academic performance of the graduate students. In Structural Equation Modeling self-efficacy contributed more to the academic performance of students. This research recommends more future researches for in-depth analysis of latent variables as the idea has not researched its maturity in the context of higher education in Pakistan.
The Effects of Cooperative Learning and Writing to Learn Applications on Academic Achievement
Author: Yildiz, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Content Area Writing,Teaching Methods,Academic Achievement,Social Studies,Preservice Teachers,Foreign Countries,Grade Prediction

This study aims to investigate the effect of cooperative story writing and cooperative writing on the academic achievement of prospective social studies teachers in contemporary world history and the relationship between learning writing and course success. The method of the study is a quasiexperimental design with pre-test and post-test comparison groups. The study group of the research is composed of the pre-service social studies teachers who are studying at Atatürk University Kazim Karabekir Education Faculty in the 2019-2020 academic year. The research was carried out with two experimental groups in 6 weeks in total with 12-course hours. Academic achievement test, column, and story writing evaluation rubric were used as data collection tools. According to the data obtained from the pre-test pre-application to the prospective teachers, there was no significant difference between the pre-knowledge levels of the pre-service teachers with whom two different applications were performed. As a result of the study, it was found that cooperative story writing was a significant predictor of academic achievement, but cooperative corner writing was not a significant predictor of academic achievement. Besides, there is no significant difference between prospective teachers' writing skills and story writing skills.
The Methodological Bases of Turkish ELT Curricula for Basic Education from 1991 to 2018
Author: Acar, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational History,Curriculum Development,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Secondary School Students,Elementary School Students,Goal Orientation,Course Descriptions,Educational Objectives,Educational Principles,Teaching Methods,Learning Activities

This paper aims to investigate the methodological bases of the 1991 ELT curriculum for the secondary schools (1st, 2nd, and 3rd grades), the 1997 ELT curriculum for the 4th and 5th grades of the primary education, the 2006 ELT curriculum for the primary education (grades four to eight), 2013 and 2018 ELT curricula for the primary and secondary schools (grades two to eight) in Turkey by utilising document analysis as a form of qualitative research. Investigation of the other components of ELT curricula, namely, needs, goals and objectives, syllabus, assessment and evaluation is not the main concern of the study but some of these components will also be mentioned to shed light on the adopted methodology in the mentioned curricula. It is argued that all the curricula investigated present the teachers with an eclectic approach while some of these curricula (e.g. 1991, 2013, 2018 curricula) state it explicitly and some of them (e.g. 1997 and 2006 curricula) indicate it implicitly by suggesting the teachers get benefit from different principles and/or activities from different methods and/or approaches. It is also observed that the principles and/or activities of the communicative approach are present in all these curricula although their dominance varies from one curriculum to the other. In line with this observation, the study indicates that the commonly articulated thesis in the literature that the communicative approach was integrated, for the first time, into the Turkish ELT curricula with the 1997 curriculum is not valid. It is also argued that besides adopting an eclectic approach with more focus on the communicative approach, the 2013 and 2018 ELT curricula, unlike all the previous curricula, claim to adopt the action-oriented approach but in reality, these two curricula are not action-oriented. The reason behind this problem is purported to be the misinterpretation of the action-oriented approach by the developers of the curricula as well as some other ELT researchers in Turkey.
Teachers&apos; Practices in Blended Learning Environment: Perception of Students at Secondary Education Level
Author: Asif, Muhammad
Date: 2020-12-00
Type: Journal Articles
Subjects: Blended Learning,Educational Technology,Technology Uses in Education,Grade 9,Student Attitudes,Teaching Methods,Foreign Countries,Teaching Skills,Teacher Competencies,Feedback (Response),High School Students,High School Teachers,Educational Innovation,Science Instruction

The overload in teachers' role has been renowned and optimized by generative adaptation of technology, which means teaching capability can be improved if educationalists blend technology tropically and timely. Based on this belief, this study tried to judge the teachers' practices in Blended Learning (BL) environment in the context of secondary level students. For this purpose, an empirical study was conducted at Government High School No.1 (boys) Tordher district Swabi Khyber Pakhtun Khwa (KPK). All 120 enrolled science students of grade 9 and 4 science teachers participated in the study. The students' perception of teachers' practices of preparedness, innovation, and developing feedback skills in the BL environment were ascertained through a survey questionnaire whereas 20 students were also interviewed randomly. The responses were measured through a 5-point based Likert scale, data were analyzed through descriptive statistics. The research method used for this study was the explanatory sequential approach of mixed-method (Creswell, 2014). Based on the study findings, teachers' practices improved in the BL environment and hence recommended that secondary school teachers need to be encouraged to use the BL approach instead of merely using Information Communication Technology (ICT) or traditional methods of teaching.
Early Screening for Decoding- and Language-Related Reading Difficulties in First and Third Grades
Author: Silverman, Rebecca D.
Date: 2021-03-00
Type: Journal Articles
Subjects: Screening Tests,Reading Difficulties,Reading Diagnosis,Decoding (Reading),Emergent Literacy,Grade 1,Grade 3,Young Children,At Risk Students,Predictor Variables,Sight Method,Sentences,Repetition,Oral Language,Language Skills,Public Schools,Suburban Schools,Reading Tests,Achievement Tests

The present study investigated the identification of end of first grade (n = 125) and end of third grade (n = 77) reading comprehension difficulties using beginning of first grade decoding-related and language-related predictors. Reading comprehension was defined using a composite of three standardized reading comprehension measures. Students at or below the 25th percentile on the reading comprehension composite were considered to have difficulty with reading comprehension. Sight word reading efficiency and sentence repetition predicted end of first grade reading comprehension difficulties. Sight word reading efficiency, sentence repetition, and oral discourse predicted end of third grade reading comprehension difficulties. Both screening batteries yielded high classification accuracy (area under the receiver operating characteristic curve [AUC] = 94.7% in Grade 1 and AUC = 90.5% in Grade 3). Results are discussed in light of the research base on early screening for reading comprehension difficulties.
From Traditional Learning to Modern Education: Understanding the Value of Play in Africa&apos;s Childhood Development
Author: Ogunyemi, F. Taiwo
Date: 2020-12-00
Type: Journal Articles
Subjects: Foreign Countries,Play,Teaching Methods,Child Development,Culturally Relevant Education,Teacher Attitudes,Mental Health,Physical Health,Social Development,Emotional Development,Barriers,Early Childhood Teachers,Elementary School Teachers

Rhymes, poetry, stories, wrestling, music and dancing were essential cultural elements through which childhood play was promoted in traditional Africa. &quot;Modernisation&quot; brought about by colonialism led to distortion and decline in the use of traditional play for childhood education in many parts of Africa. This work assessed the value of play in Africa's childhood education, using documentary analysis and a survey of views from South African and Nigerian childhood educators. The documentary analysis involved a review of existing research to give an overview of traditional play in Africa, while survey data generated from 62 respondents in South Africa (SA) and Nigeria (Nig) were used to illustrate the findings of the review. Traditional African play, when properly deployed, could enhance children's physical, mental, social and emotional development. This study identified 5 major obstacles to the integration of traditional and modern forms of children's play. It therefore calls for concerted efforts by policymakers, educators and parents to address the challenges associated with the identified obstacles within a trado-modern paradigm.
Life-Design Counselling for Survivors of Family Violence in Resource-Constrained Areas
Author: Venter, Cobus J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Family Violence,Counseling Techniques,Counseling Effectiveness,Resilience (Psychology),Children,Intervention,Persistence,Foreign Countries,Coping,Self Efficacy,Risk,Family Environment,Family Influence,Elementary School Students,Early Adolescents,Family Relationship,Emotional Response,Problem Solving,Communication Skills,Role,Affective Behavior,Self Control,Personality Traits,Values,Psychological Patterns,Adjustment (to Environment)

The purpose of this study was to explore and assess the feasibility of counselling based on life-design principles in enhancing the career resilience of children who are exposed to family violence. The research project involved a qualitative-quantitative mode of inquiry with 6 participants chosen based on certain characteristics. Life-design-related intervention strategies, together with various (postmodern) qualitative and quantitative techniques, were used to gather data, while data analysis was done using thematic content analysis. Quantitative data were collected from parents as well as the participants before and after the intervention. Certain themes, sub-themes and sub-sub-themes that all contributed to participants' career resilience were identified. Following the intervention, findings obtained from a qualitative perspective indicated that the outcomes of the life-design-related counselling intervention were substantial. The findings showed that various narrative techniques could be used to enhance the career resilience of children exposed to family violence. Future research could assess the value of life-design counselling in enhancing the career resilience of survivors of family violence in diverse group contexts. A greater focus could be placed on the (unforeseen) external trauma that had an impact on participants' ability to (re-)construct their career-life narratives to enhance their future selves and careers.
Exploring the Structure and Content of Discourse in Remote, Rural South African Classrooms
Author: Murphy, P. Karen
Date: 2020-12-00
Type: Journal Articles
Subjects: Discourse Analysis,Critical Thinking,Classroom Communication,Rural Areas,Teaching Methods,Grade 8,Teacher Attitudes,Student Attitudes,Video Technology,Language Tests,Thinking Skills,Resilience (Psychology),Foreign Countries,Language of Instruction,Multilingualism,Teacher Student Relationship,Models,African Languages,English (Second Language),Second Language Learning,Literacy Education,Literature,High School Students

The nature of discourse within classrooms strongly predicts students' ability to think about, around, and with text and content (i.e. comprehension and critical-analytic thinking). However, little is known about the nature of classroom discourse in remote, rural South African schools, a context in which students face well-documented language challenges. The central aim of the present study was to explore the structure and content of discourse in South African classrooms using the 4 components of the Quality Talk model as a frame for our exploration (i.e. instructional frame, discourse elements, teacher moves and pedagogical principles). Grade 8 student participants from 3 classes and their teachers were sampled. Data sources included individual student language assessments, digital video recordings of classroom literacy practices and field notes. Findings revealed that discourse was predominantly characterised by an efferent stance toward text, and the discussions were primarily teacher controlled and directed. There was little, if any, evidence of students' critical-analytic thinking. Observations in terms of resilience and narratability as well as implications for research and practice are forwarded.
Technical Adequacy of Procedural and Conceptual Algebra Screening Measures in High School Algebra
Author: Genareo, Vincent R.
Date: 2021-03-00
Type: Journal Articles
Subjects: Algebra,Screening Tests,Secondary School Mathematics,Mathematics Tests,Test Reliability,Test Validity,Predictive Validity,High School Students,Curriculum Based Assessment,Rating Scales,High School Teachers,Achievement Tests,Grades (Scholastic)

Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students' algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test-retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability (r = 0.72-0.99), and moderate concurrent and predictive validity (r = 0.36-0.64; 0.36-0.58). The conceptual measures produced moderate to low levels of validity (r = 0.10-0.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students.
An Investigation of Adolescents&apos; Levels of Exposure to Cyberbullying in Terms of Social Media Attitudes and Social Appearance Anxiety
Author: Bugra Karaman, Hüseyin
Date: 2020-12-00
Type: Journal Articles
Subjects: Adolescents,Bullying,Computer Mediated Communication,Social Media,Anxiety,Social Influences,Victims,High School Students,Student Attitudes,Foreign Countries,Self Concept

The aim of this study was to investigate adolescents' levels of exposure to cyberbullying in terms of social media attitudes and social appearance anxiety. To that end, adolescents were reached on online platforms in an attempt. 292 girls and 158 boys (450 individuals in total) were included in the research. Ages of the participants ranged between 14 and 18 years, and their mean age was found to be 16.45 years (sd=1.14). Cyberbullying Scale, Social Media Attitude Scale and Social Appearance Scale for Adolescents were utilized for data collection. Pearson's Product-Moment Correlation coefficient was used for correlational analyses while Multiple Hierarchical Regression Analysis method was utilized in the regression analysis. The research results showed significant relationships between scores of cyberbullying, social appearance anxiety, social media attitudes, and subscale scores of social media attitudes. It was concluded with the regression model that social appearance anxiety and subscales of social media attitudes explained cyberbullying by 28%. In light of these results, recommendations were provided about activities that can be conducted on adolescents' social appearance anxiety and social media attitudes.
Elucidating Engineering Ethics Education during the COVID-19 Pandemic Era
Author: Park, Mihee
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,COVID-19,Pandemics,Ethics,Undergraduate Study,Best Practices,Educational Technology,Technology Uses in Education,Educational History

Considering the significance and impact of COVID-19 global pandemic to the global economy and education, ethics should be highlighted as a fundamental facet of technology related disciplines, and professional responsibilities need to be taught in higher education. Introducing ethics to undergraduate engineering students is critical in order to develop professionals who will make important and consequential decisions and perform the best practices in the technology field. Therefore, undergraduate institutions should provide opportunities to students to acquire knowledge and skills about ethical principles that affect engineering practices. This essay addresses the history of engineering ethics education and some challenges in higher education institutions in the United States.
Is Openness to Diversity the Path to Multiculturalism? A Case Study Testing an Updated ODC Scale and the Influence of Social Desirability Bias
Author: Karsaklian, Eliane
Date: 2020-00-00
Type: Journal Articles
Subjects: Graduate Students,Attitude Measures,Diversity,Cultural Pluralism,Business Administration Education,Social Desirability,Bias,Observation,Likert Scales

In this paper, we describe a case study conducted with graduate students in a major diverse university and suggest the addition of a more contemporary facet to the Openness to Diversity and Challenge (ODC) scale created by Pascarella and colleagues in 1996 which rests on sharing and symmetry. The intriguing behavior of students relating an assignment about multiculturalism, led us to review and update the ODC scale by integrating a self-oriented symmetric side to the scale previously based exclusively on others-oriented measure. Our research was composed of two phases. The first one was based on a case study using the direct-observation approach as the data collection method. The second one was testing the symmetric ODC scale through a 5-point Likert scale on a sample of 56 graduate business students in order to identify the relevance of the suggested update of the 25 year-old ODC scale. Results demonstrated that the main factor intervening in the use of scales remains the Social Desirability Bias (SDB) which comforted us in the accuracy of the direct observation method as an appropriate approach to study Openness to Diversity. Our findings also confirmed that the widespread use of the ODC scale created in 1996 does not reflect the contemporary young mindsets and reality.
Pandemic Pedagogy: Anonymous Peer Workshop for Increased Effectiveness and Inclusivity
Author: Caldes, Stephen
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Instructional Effectiveness,Inclusion,Peer Evaluation,Writing Workshops,Distance Education,Feedback (Response),Teaching Methods,Technology Uses in Education,Writing Instruction

Peer review workshops are common practices in many writing and composition classrooms, and their benefits have been well-documented. However, complications arise when students arrive to workshops with their own baggage--unconscious biases, enculturated prejudices, and general anxiety about critiquing another's work. These impediments can negatively affect the classroom atmosphere in general and the value and effectiveness of peer review activities in particular. With COVID-19 causing many universities to move to online-only instruction, an opportunity arose to incorporate anonymity into the writing workshop. This article reviews the drawbacks of traditional, face-to-face writing workshops and the benefits of anonymity for peer review, and shares the nuts and bolts of one successful online, anonymous peer review activity. This article concludes by offering both student-participant feedback and suggestions for activity adoption and improvement of peer reviews.
School Lunch as Curriculum: Neglected Encounters for Values and Leadership
Author: Laird, Susan
Date: 2021-02-00
Type: Journal Articles
Subjects: Lunch Programs,Food Service,Ethics,Values,Leadership,Gardening,Food,Educational Research,Sustainability

Recent studies of school gardens (Simon et al, 2015; Williams and Brown, 2012) and of the National School Lunch Program (Pringle, 2013; Levine, 2008; Ralston et al, 2008) have posed value questions for school leadership and policy, about production and distribution of school food. This review of the new educational studies scholarship on school lunch (Weaver-Hightower, 2011; Rice et al, 2013) deploys Jane Roland Martin's theory of education as &quot;encounter&quot; (2011) to challenge that daily ritual's educational devaluation as mere food service and to argue that, since foodways are learned (Laird, 2008), school lunch is an unacknowledged normative curriculum of ethical consequence for children's learning to live, an educational aim devalued by the current policy environment's narrowly academic conception of curriculum. This study concludes by proposing Alice Waters' Edible Schoolyard in Berkeley as a kind of laboratory school in School Lunch Ethics, worthy of new research in values and leadership.