ethanporcaro/eric-fulltext-meta huggingface dataset:
HOTSEP: Revised Anderson&apos;s Taxonomy in Environmental Learning of COVID-19
Author: Ichsan, Ilmi Zajuli
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Problem Solving,Thinking Skills,Taxonomy,College Students,Foreign Countries,Scores,Innovation,COVID-19,Pandemics

Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems related to the COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestions for further research was HOTSEP needs to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public.
Knowledge and Application toward Financial Topics in High School Students: A Parametric Study
Author: Garcia-Santillan, Arturo
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Multiple Literacies,Money Management,Correlation,Knowledge Level,Investment,Credit (Finance),Budgets,Adolescents,Foreign Countries,Income,Financial Services

The aim of the study focused on assessing the relationship between student's financial knowledge and their relationship with the use and application of financial instruments. The test designed by Garcia-Santillan, Contreras-Rodriguez and Moreno-Garcia which integrates topics on money management, savings and investment, spending, credit and budgets, was used. 333 high school students were surveyed face to face and only 305 were validated. The internal consistency Cronbach's Alpha of the scale was of [alpha]=0.860 (34 items) and [alpha]=0.855 (7 dimensions). For the hypothesis test, exploratory factor analysis and canonical correlational analysis were used. The main findings show the existence of three factors that explain the structure that underlies the phenomenon of financial knowledge and the use of financial techniques, and a significant relationship was found between the constructs of financial knowledge and the use and application of financial products.
Patterns of Computational Thinking Development While Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning
Author: Threekunprapam, Arinchaya
Date: 2020-00-00
Type: Journal Articles
Subjects: Thinking Skills,Independent Study,High School Students,Coding,Computer Science Education,Self Efficacy,Programming,Active Learning,Cooperative Learning,Visual Aids,Video Technology,Skill Development,Teaching Methods,Computer Games

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasingly popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input &amp; variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.
Perspectives of Teachers of High Performing Immigrant Youth in a German Secondary School
Author: Hill, K. Dara
Date: 2020-00-00
Type: Journal Articles
Subjects: Immigrants,Cultural Awareness,High Achievement,High School Students,Foreign Countries,Acculturation,Institutional Characteristics,Diversity,Equal Education,Access to Education,Higher Education,Teacher Attitudes,Social Integration,Ethnography,Teacher Student Relationship,High School Teachers,Culturally Relevant Education,Educational Opportunities

This study examined the perspectives of teachers of immigrant youth in a high performing school, Gymnasium Baden (a pseudonym), in the southern region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and non-natives who suppress their culture and assimilate into normative German culture. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. In a broader context of limited access and opportunity to higher education among immigrants, this study documented the voices of teachers of high performing immigrant youth. The perspectives of culturally responsive teachers were documented through interviews, within a broader conservative region that has experienced dilemmas of integrating immigrants into school and society. An examination of interview transcripts and ethnographic field notes of student interactions revealed teachers who were overwhelmingly supportive and responsive to immigrant youth.
Effectiveness of the Direct Instruction Method in Teaching Leisure Skills to Young Individuals with Intellectual Disabilities
Author: Eratay, Emine
Date: 2020-06-00
Type: Journal Articles
Subjects: Direct Instruction,Instructional Effectiveness,Leisure Education,Painting (Visual Arts),Skill Development,Parent Attitudes,Transfer of Training,Special Education,Private Education,Foreign Countries,Mild Intellectual Disability,Adolescents,Sustainability,Individual Instruction

This study aimed to examine the effectiveness of the direct instruction method in teaching young individuals with intellectual disability marbling and stone painting, which are considered among leisure-skills. A multiple probe design, one of the single-subject research methods, was utilized in this research. A total of three students, consisting of two males and one female, were included in the study. Probe, screening, and generalization sessions were used to examine the effectiveness of the direct instruction method in teaching marbling and stone-painting skills. The single opportunity method was employed for the assessment. All sessions were conducted in accordance with a one-to-one teaching procedure. The findings of the study revealed that the direct instruction method was effective in teaching marbling and stone painting skills in young individuals with intellectual disabilities. The findings also postulated that the learned skills were maintained at the end of the first, third, and fourth week, and the participants were capable of generalizing the skills to different settings, different people, and materials. To ensure social validity, the opinions of the parents regarding the skills taught to the participants were obtained. They stated that they were satisfied with the intervention and were beneficial for the development of their children. They also expressed that they want these activities to continue. Considering all these findings, it is safe to say that the intervention of teaching marbling and stone-painting skills are effective.
The Effects of a Site-Based Teacher Professional Development Program on Student Learning
Author: Gupta, Abha
Date: 2020-06-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Professional Development,Elementary School Teachers,Program Effectiveness,Urban Schools,College School Cooperation,Disadvantaged Schools,Teacher Attitudes,Reading Achievement,Public Schools,Standardized Tests,Grade 4,Grade 5,African American Students,Elementary School Students,Low Income Students,Reading Instruction,Knowledge Level,Literacy

A mixed methods study is used to investigate the effectiveness of a professional development program intended to enhance teacher knowledge and student learning so as to systematically improve student achievement in elementary literacy. In this study, a large urban school district partnered with a local university to provide intervention in a Title 1, low-performing elementary school. Measures included teacher knowledge and practices based on surveys, classroom observation, and student achievement data. Teachers self-reported their perspectives on school-based teacher training in terms of its significance, requirements, challenges, and possible solutions to teacher training. Schools were selected based on their Adequate Yearly Progress (AYP) in reading/ language arts' status. Adequate Yearly Progress (AYP) is a measurement defined by the federal No Child Left Behind Act that allows the U.S. Department of Education to assess the academic performance of every public school and school district in the country by using the results on standardized tests. The collaboration effort involved supporting the school's goal of enhancing reading, language arts, and math achievement of students by providing interventions targeted toward grades four and five.
Enhancing HBCU Teacher Education Experience through Authentic University-School Partnerships
Author: Ellis, Valeisha
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Field Experience Programs,Black Colleges,Urban Schools,Elementary Secondary Education,College School Cooperation,Partnerships in Education,Academic Achievement,Program Effectiveness,Rural Schools,Reading Instruction,Grade 2,Student Attitudes,Cooperating Teachers,Teacher Attitudes,Administrator Attitudes

This mixed-methods study sought to examine teacher education candidates' practice-based field experiences and relationships with a Historically Black College and University (HBCU) and an urban P-12 school. As informed by the Networked Improvement Community (NIC) and Plan-Do-Study-Act (PDSA) conceptual frameworks, the three phases of data collection indicated highly favorable results of desired objectives for an innovative, authentic field experience for local pre-service teacher candidates and P-12 partners. The study also evidences a positive effect on students' achievement as a result of this field experience. Recommendations for future research, education preparation programs, and building partnerships with P-12 schools are discussed.
Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: Lessons Learned from 15 Years of Research
Author: Hart, Anna
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Student Teachers,Cooperating Teachers,Student Teacher Supervisors,Interpersonal Relationship,Student Teaching,Role,Influences,Expectation,Responsibility

Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad--comprised of the pre-service teacher candidate, the mentor teacher, and the university supervisor--on pre-service candidates' clinical experiences. Positioning theory was chosen to frame this investigation, as it employs distinct definitions for &quot;role&quot; and &quot;position,&quot; the delineation of which is of critical importance in the context of pre-service clinical relationships. Findings of the larger study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers' clinical experiences. This article addresses those findings regarding factors of influence and modes of positioning, the implications of which are discussed through the lens of positioning theory and in connection to practice in the field.
The Effects on Instructional Conversations on English Language Learners
Author: Hendy, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary School Students,English Language Learners,Grade 3,Second Language Instruction,Teaching Methods,Classroom Communication,Mathematics Instruction,Instructional Effectiveness,Experimental Groups,Control Groups,Academic Achievement,Learning Activities,Academic Language,Learner Engagement

This research examined the effectiveness that the Instructional Conversations (ICs) teaching method had on elementary-aged English Language Learning (ELLs) students. Specifically, how ICs impact student academic achievement, academic language usage, and student engagement. The study compared two first grade classrooms, 39 participants, consisting of majority ELL students. The experimental group received math instruction through Instructional Conversation activities while the comparison group was taught using traditional math instruction and centers. After controlling for initial ability in math, results indicated that ICs did not lead to an increase of academic achievement or academic language usage when compared to students taught through traditional instruction. Results did show that engagement increased when taught using ICs. With an increase in engagement combined with a decrease in academic acquisition, results suggest that ICs should be used with caution when teaching content related material.
A Formative Assessment Example: Word Association Test
Author: Çetikaya, Fatih Çetin
Date: 2020-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Associative Learning,Instructional Effectiveness,Public Schools,Foreign Countries,Cognitive Mapping,Elementary School Students,Tests,Cognitive Structures,Grade 4,Migration,Vocabulary Development,Picture Books,Story Reading,Social Studies,Children,Concept Formation

This research was carried out to determine the effectiveness and functionality of the word association test (WAT), which is a formative assessment tool that is frequently emphasized on today's modern education systems. The study group consisted of 60 students in a public school in Kocaeli in the school year 2018-2019. Participants were identified using convenience sampling technique. The data of the study were obtained by using pre-test and post-test quasi-experimental design with no control group. The data were categorized by subjecting to content analysis. The findings were tabulated using the cut-off technique and analyzed using the Wilcoxon signed-rank test. When the results of the study were examined, it was concluded that conceptual change and development occurred in participants' minds and there was a significant difference in the results of the Wilcoxon test performed before and after the implementation. It was observed that the students wrote 1669 words before the implementation, and the number increased to 2193 after it. This shows that the students associate the key concept of &quot;migration&quot; with more words after the implementation and thus there is a wider connotation related to migration in their minds. In addition, the results of this research reveal that the WAT is suitable for formative assessment and can be used in educational studies.
Problem-Based Learning Strategy: Its Impact on Students&apos; Critical and Creative Thinking Skills
Author: Kardoyo
Date: 2020-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Learning Strategies,Critical Thinking,Creative Thinking,Thinking Skills,Management Information Systems,Economics Education,Foreign Countries,Instructional Effectiveness,College Students,Group Discussion,Information Security,Problem Solving

The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students' critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students' critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.
The Relationship between the Digital Game Dependence and Violence Tendency Levels of High School Students
Author: Göldag, Battal
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Correlation,Computer Games,Addictive Behavior,Violence,Foreign Countries,Adolescents,Telecommunications,Handheld Devices,Internet,Gender Differences,Family Income,Family Role,Time Management,Instructional Program Divisions

The aim of this study is to investigate the relationship between digital game dependence levels and violence tendency levels of high school students. In the present research, relational survey model has been used. The population of the study consists of 9th, 10th, 11th grade students in the high schools in Battalgazi and Yesilyurt districts of Malatya in the spring term of 2018-2019 academic year. Simple random sampling method has been used for our sample selection. Digital Game Addiction Scale (DGAS-7) was used to determine the level of digital game addiction, and Violence Tendency Scale (VRS) was used to determine the levels of violence tendency. DGAS-7 was developed by Lemmens et al. (2009). To determine the problematic digital game behaviors of adolescents between the ages of 12-18. It has been developed by Haskan and Yildirim to measure the tendency of violence among adolescents. According to the results obtained in our research; according to the monotetic format, 4.6% of the students participating in the research were addicted to digital games, while 95.4% were not dependent. According to the polythetic format, while 21.7% is addicted to digital games, 78.3% is not addicted. There was a statistically significant difference between female and male students in terms of digital game addiction and violence tendency in favor of female students. There was also a significant difference between the levels of digital game addiction and violence tendency according to mobile phone ownership. This difference is in favor of students who do not have mobile phones. There has been a statistically significant difference between the levels of digital game addiction in favor of the students who do not have mobile internet connection, but no significant difference has been found between the levels of violence tendency. There has been a statistically significant difference between non-dependent students in terms of violent tendency levels in terms of digital game addiction in monotetic and polythetic format. The level of violence tendency of non-dependent students is lower than that of dependent students. There has been a statistically significant difference between digital game addiction levels and violence tendency levels according to the duration of digital game play. This difference is in favor of students who play less time in a day. There has been a positive and moderate relationship between digital game addiction levels and violence tendency levels.
Individualized Instructional Delivery Options: Adapting Technology-Based Interventions for Students with Attention Difficulties
Author: Shanley, Lina
Date: 2020-09-00
Type: Journal Articles
Subjects: Mathematics Instruction,Learning Problems,Teaching Methods,At Risk Students,Intervention,Educational Technology,Correlation,Cues,Metacognition,Handheld Devices,Kindergarten,Computer Assisted Instruction,Common Core State Standards,Alignment (Education),Attention Deficit Disorders

Students who demonstrate mathematics difficulties (MDs) in the early grades are at risk of poor educational outcomes. Fortunately, strategic early mathematics intervention programs can improve academic outcomes for students with MDs, and instructional technology has demonstrated promise in delivering targeted and individualized mathematics instruction. However, it is unclear whether instructional technology is effective for all students, and there is a dearth of research on adaptations to technology-based interventions for students with difficulties attending to instruction. To this end, the current study investigated functional relations between the use of targeted instructional cueing and self-regulation support features in an iPad-based mathematics program and improved response accuracy for kindergarten students. Results presented here suggest a functional relation between the provision of instructional cueing and self-regulation support features and improved response accuracy for students who participated in an iPad-based mathematics intervention program. Implications for early mathematics instruction and technology-based intervention development are discussed. [For the corresponding grantee submission, see ED603886.]