ethanporcaro/eric-fulltext-meta huggingface dataset:
Slow Down, Construction Ahead! Young Children Composing with Play and Children&apos;s Texts
Author: Pinkerton, Kim
Date: 2021-00-00
Type: Journal Articles
Subjects: Reading Instruction,Teaching Methods,Play,Books,Oral Reading,Developmentally Appropriate Practices,Early Childhood Education,Writing Instruction

According to Ruetzel &amp; Cooter, &quot;… writing and reading are mirror processes with reciprocal benefits&quot; (2019, p. 316). When teachers provide opportunities for reading and writing practice every day, children flourish. What better place to infuse this practice than through children's play. As children play, they think critically, answer questions, and generate new thoughts. Play naturally inspires children to act upon what they read and offers authentic opportunities for them to write. This article offers a guide to meaningfully infusing play centers with books read aloud. There, children have the opportunity to further inquire about the books. Children then extend and play out stories they will ultimately tell through composing and, possibly, conventional writing.
Heightened Cognitive Empathy through Ethnic Identity and Intercultural Competence for Individuals with Historically Marginalized Identities
Author: Peifer, Janelle S.
Date: 2022-00-00
Type: Journal Articles
Subjects: Ethnic Groups,Ethnicity,Identification (Psychology),Empathy,Disadvantaged,Power Structure,Cultural Awareness,Interpersonal Competence,College Freshmen

This study examines, using structural equation modeling, the mediating effects of ethnic identity and intercultural competence on historically marginalized identities (HMIs) and cognitive empathy. Participants received an Identity Scale score summing each identity marker for groups that have experienced systemic, historic marginalization (i.e., domestic/international student status, race/ethnicity, gender identity, income, and sexual orientation), with an individual being able to attain a score ranging from 0 (no HMI) to 5 (all HMIs present). Information about participants' ethnic identity, cognitive empathy, and intercultural competence was also collected. The sample included a diverse, representative sample of 623 participants from three higher education institutions in the United States. Our tested model showed significant direct and indirect effects among all the variables with the exception of one relationship. The paper discusses the model results and the implications of our findings for inclusive education.
School Environment and School Heads&apos; Managerial Skills: Looking into Their Relationships to School&apos;s Performance
Author: Gamala, Javen J.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Principals,Teachers,Students,Parents,Elementary Schools,Administrators,Skills,Institutional Environment,Academic Achievement,Leadership Effectiveness,Outcomes of Education

This study examined the degree of the influence of school environment and school heads managerial skills on school's performances. Using a correlational method of research, a total of 115 school heads, 1044 teachers, 115 pupils, and 115 parents of public elementary schools in the 6th Congressional District of Negros Occidental, Philippines was chosen as study participants. An expert-validated and standardized questionnaire was used for data collection. Results show that school environment was moderately favorable while the school heads' managerial skills and schools' performances were very high. Results further revealed that school heads' managerial skills and school environment relates to school performance, however, the relationship is not significant. Although results hold that school heads exhibited managerial skills in a favorable school environment, but this does not mean that it has influence on schools performance as reflected in this study. In this regard, the study suggests examining other factors that might influence school performance.
Seeing the Invisible: A Retrospective Examination of Education during COVID-19
Author: Atak, Veli
Date: 2022-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Teacher Motivation,Student Motivation,Teacher Student Relationship,Student Attitudes,Group Unity,Foreign Countries,Educational Research,Principals,College Faculty,Elementary Schools,Middle Schools

In this article, we examined the impact of the COVID-19 pandemic on education. We combined collaborative inquiry and photo-eliciting methods to examine education with a reflective lens and understand changes that occurred during the pandemic. A principal and a vice principal working in different public schools adopted the dual roles of being researchers and participants. The main data source was the conversation that emerged as we reviewed classroom and school photos taken by the participant researchers. The central theme that emerged from the analysis was that the COVID-19 pandemic made the invisible visible, along with two sub-themes: a) The teacher's source of motivation is the student, while the student's source of motivation is the teacher and b) Students care and grow when they can be a part of the history, culture, and story of their school. The pandemic made the importance of human connection in education evident. The findings of the study offer solutions and recommendations informing future education. [This study was presented at the International Conference on Studies in Education and Social Sciences (ICSES) on November 14, 2021.]
Video Features, Engagement, and Patterns of Collective Attention Allocation: An Open Flow Network Perspective
Author: Zhang, Jingjing
Date: 2022-00-00
Type: Journal Articles
Subjects: Network Analysis,Video Technology,MOOCs,Attention Control,Correlation,Learner Engagement,Prediction,Programming,Teaching Methods,Cost Effectiveness,Computer Science Education,Learning Analytics

Network analytics has the potential to examine new behaviour patterns that are often hidden by the complexity of online interactions. One of the varied network analytics approaches and methods, the model of collective attention, takes an ecological system perspective to exploring the dynamic process of participation patterns in online and flexible learning environments. This study selected &quot;Fundamentals of C++ programming (Spring 2019)&quot; on XuetangX as an example through which to observe the allocation patterns of attention within MOOC videos, as well as how video features and engagement correlate with the accumulation, circulation, and dissipation pattern of collective attention. The results showed that the types of instructions in videos predicted attention allocation patterns, but they did not predict the engagement of video watching. Instead, the length and whether the full screen was used in the videos had a strong impact on engagement. Learners were more likely to reach a high level of engagement in video watching when their attention had been circulated around the videos. The results imply that understanding the patterns and dynamics of attention flow and how learners engage with videos will allow us to design cost-effective learning resources to prevent learners from becoming overloaded.
The Curious Case of Centrality Measures: A Large-Scale Empirical Investigation
Author: Saqr, Mohammed
Date: 2022-00-00
Type: Journal Articles
Subjects: Measurement Techniques,Learning Analytics,Data Analysis,Academic Achievement,Cooperative Learning,Educational Indicators,Longitudinal Studies,Teaching Methods,Meta Analysis,Prediction,Intervals,Social Networks,Network Analysis,Problem Based Learning,Health Sciences,Undergraduate Students,Foreign Countries

There has been extensive research using centrality measures in educational settings. One of the most common lines of such research has tested network centrality measures as indicators of success. The increasing interest in centrality measures has been kindled by the proliferation of learning analytics. Previous works have been dominated by single-course case studies that have yielded inconclusive results regarding the consistency and suitability of centrality measures as indicators of academic achievement. Therefore, large-scale studies are needed to overcome the multiple limitations of existing research (limited datasets, selective and reporting bias, as well as limited statistical power). This study aims to empirically test and verify the role of centrality measures as indicators of success in collaborative learning. For this purpose, we attempted to reproduce the most commonly used centrality measures in the literature in all the courses of an institution over five years of education. The study included a large dataset (n=3,277) consisting of 69 course offerings, with similar pedagogical underpinnings, using meta-analysis as a method to pool the results of different courses. Our results show that degree and eigenvector centrality measures can be a consistent indicator of performance in collaborative settings. Betweenness and closeness centralities yielded uncertain predictive intervals and were less likely to replicate. Our results have shown moderate levels of heterogeneity, indicating some diversity of the results comparable to single laboratory replication studies. [Note: The appendix pages are not included in the page range since they are unnumbered.]
Development of Self-Efficacy Scale of Differentiated Instruction for Teachers
Author: Bal, Ayten Pinar
Date: 2022-04-00
Type: Journal Articles
Subjects: Test Construction,Measures (Individuals),Self Efficacy,Individualized Instruction,Test Items,Factor Analysis,Factor Structure,Goodness of Fit,Construct Validity,Test Reliability,Mathematics Teachers,Foreign Countries

The purpose of this research is to develop a scale to determine teachers' self-efficacy levels regarding differentiated instruction. To create the item pool, the first 61 item draft form was prepared. This draft form was submitted to the opinion of experts from different fields and necessary corrections were made. Before starting the analysis process, the data were numbered and transferred to the computer environment. Persons to participate in the study were selected by simple random sampling. The sample of the research consists of 572 teachers. During the analysis of the data, exploratory factor analysis and confirmatory factor analysis were performed. As a result of the exploratory factor analysis, it was seen that the scale consisted of 27 items and six factors. The factors of the scale are named &quot;Teaching Process, Content, Learning Profile, Readiness, Assessment and Learning Environment&quot;. The fit indices obtained from the confirmatory analysis showed that the model was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was found to be 0.92. From these results, it was concluded that the differentiated instruction self-efficacy scale for teachers is a valid and reliable measurement tool.
Students&apos; Semantic Reasoning Characteristics on Solving Double Discount Problem
Author: Prayitno, Lydia Lia
Date: 2022-04-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Abstract Reasoning,Problem Solving,Semantics,Protocol Analysis,Mathematics Skills,Logical Thinking

Semantic is associated with the relationship between symbol, reference, and the problem's context involved in the problem-solving process which also involves reasoning and decision-making. Hence, this study describes the characteristics of students' semantic reasoning to solve the double discounts problem. 51 high school students in Sidoarjo participated in this qualitative study. The data were collected through 15-20 minutes problem-solving tests. The students' answers were grouped into correct and wrong answers. The correct answers were then regrouped once more based on the strategies used by the students to answer the test and to identify their semantic reasoning characteristics. The data were analyzed by reducing, classifying the think-aloud and also by observing. Then the similarity of characteristics of students' semantic reasoning when solving the double discount problem was identified. To test the accuracy of the data, a triangulation method was used. This semantic reasoning was identified by (1) giving the problem situation, (2) stating the keywords and their meaning, (3) stating the relationship, (4) transforming it into a mathematics statement, (5) calculating based on their strategies, (6) decision making, and (7) completing the answer interpretation. This study contributes to developing basic knowledge in interpreting each process of solving ill-structured problems until finding a solution.
Lecturers&apos; Experiences of Administering Online Examinations at a South African Open Distance E-Learning University during the COVID-19 Pandemic
Author: Majola, Moffat Xolani
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,Computer Assisted Testing,Foreign Countries,Open Education,Distance Education,Electronic Learning,College Faculty,COVID-19,Pandemics,Access to Computers,Teacher Attitudes

South Africa, like other countries in the world, went into lockdown due to the Coronavirus disease (COVID-19) which meant closure of venue-based exam centres, university libraries and academic offices for more than three months. This encounter forced higher institutions of learning to review and reconfigure their assessment practices and conduct alternative assessment practises like timed exams, take home exams, randomised multiple-choice examinations and an online portfolio. Over and above that South Africa experienced load shedding (interruptions to electricity supply) and connectivity challenges which impacted the online examinations. This paper explores the experiences of lecturers whilst administering online examination at a South African Open Distance e-Learning university during COVID-19. Data collected from the lecturers who administered online examination through semi-structured interviews. Thematic analyses were used to analyse the data. Lecturers reported on student challenges related to time allocation, exam security, internet connectivity and data access, digital incompetency and support received from the information communication technology (ICT) department. Academics' reflection suggests that the system and students were not fully prepared and ready to write the online examination. The researchers propose continued technical and technological education and support for academics and students. Therefore, in line with these experiences, it is important to conduct further the research.
Reading Trajectories in Elementary Grades: A Longitudinal Analysis
Author: Singh, Malkeet
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Achievement,Elementary School Students,Reading Comprehension,Grade 3,Grade 4,Grade 5,Indigenous Populations

Research shows that children's reading proficiency levels in the early grades positively correlate with students' future academic achievement. This study provides the first-ever analysis of reading achievement trajectories for a cohort of students in grades 3 to 5 in 2014-17 in Hawaii schools. Hawaii serves a diverse student population whose characteristics differ in ways often overlooked by standard US racial and ethnic classifications. Our analysis shows that Native Hawaiian and Pacific Islander students not only start at a lower reading proficiency than their peers in Grade 3, but the achievement gap widens as they move from Grade 3 to Grade 5. Moreover, we find a strong association between students' third-grade performance and reading achievement growth rate above and beyond all other factors in our longitudinal model. The difference in performance patterns between student subgroups across the elementary grades can serve as an accurate baseline for yearly monitoring. In light of our findings, we discuss implications for policy and practice.
A Skill Application Model to Improve Teacher Competence and Professionalism
Author: Farihin
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Faculty Development,Professionalism,Teacher Competencies,Educational Quality,Teacher Evaluation,Mentors,Sustainability,Foreign Countries

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.
Scale of Attitudes towards Online Formative Assessment: Teacher&apos; Attitudes during COVID-19 Pandemic
Author: Ilhan, Nail
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Likert Scales,Computer Assisted Testing,Formative Evaluation,Teacher Attitudes,COVID-19,Pandemics,Virtual Classrooms,Distance Education,Foreign Countries,Elementary School Teachers,Secondary School Teachers

Due to the pandemic in many countries, schools were closed in 2020. Therefore, education was suspended, and distance education was started. During the Coronavirus disease (COVID-19) pandemic, teachers gave lessons online in virtual classrooms. In this study, Scale of Attitudes Towards Online Formative Assessment (S-AOFA) for teachers conducting online and distance courses was developed, and the teachers' attitudes were examined with respect to demographic variables. In the study conducted in the mixed-design method, qualitative and quantitative data were collected for the scale development and survey. Data were obtained from 369 teachers (science teacher, mathematics teacher, classroom teacher, and teachers in other fields) working in school in Turkey. S-AOFA was made up of 20 items and two factors as a five-point Likert-type. When the teachers' attitudes towards online formative assessment (AOFA) was examined, it was found that the mean for the factor of &quot;Assessment Systems&quot; was lower than that of the &quot;Assessment Approaches&quot;. In addition, the findings revealed that there was no significant difference in the teachers' AOFA in terms of gender and that no significant difference existed in AOFA with respect to the school levels of the teachers (elementary, secondary and high school). Moreover, the results demonstrated that there was a low negative significant relationship between the teachers' AOFA and the number of students in which virtual lessons were given online. Lastly, there was a low level positive significant relationship between the teachers' AOFA and the in-class participation percentages of the students who were taught online in virtual classrooms. S-AOFA could be used by researchers in different studies in future.
Effects of Internet Access during Examinations
Author: Mitra, Sugata
Date: 2022-00-00
Type: Journal Articles
Subjects: Internet,Access to Computers,Tests,Scores,Computer Uses in Education,Undergraduate Students,Foreign Countries,Student Evaluation

The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.
Teachers&apos; Reflection of Students&apos; Engagement in Online Language Learning: Multi-Case Study
Author: Al Shlowiy, Ahmed
Date: 2022-00-00
Type: Journal Articles
Subjects: Reflection,Learner Engagement,Electronic Learning,Second Language Learning,Teaching Experience,Foreign Countries,Middle School Teachers,Barriers,Responsibility,Educational Environment,Teacher Attitudes,English (Second Language)

Learning engagement is one of the most important issues facing online learning, which has many distractions beyond the teacher's control and management. This study examined teachers' observations of their students' engagement in online learning and their efforts to engage them. Teachers can evaluate different factors and conditions that affect students' perceptions, engagement, motivation, and achievement. Language learning is influenced by several factors, such as teachers' rapport and interaction with their students, students' interaction and collaboration, and their engagement with social activities in learning situations. This qualitative multi-case study collected data from five language teachers by semi-structured interviews, teachers' self-reports, and observational notes about their experiences of students' engagement in their online lessons. It lasted for 15 teaching weeks in a Saudi intermediate school during the second semester of 2020-2021. The thematic analysis results in four main categories; (a) teachers' challenges, (b) students' responsibilities, (c) environment and system, and (d) attitude and excuses. These categories are built on 11 themes that provide insights into the factors, challenges, and threats, which influence learning engagement in online courses for teachers and students. The study recommends some techniques to maintain the learning engagement and provides some suggestions for future research.