ethanporcaro/eric-fulltext-meta huggingface dataset:
The Problem-Based Learning Process: Reflections of Pre-Service Elementary School Teachers
Author: Baysal, Zeliha Nurdan
Date: 2017-02-23
Type: Journal Articles
Subjects: Problem Based Learning,Reflection,Preservice Teachers,Elementary School Teachers,Social Studies,Semi Structured Interviews,Qualitative Research,Research Methodology,Content Analysis,Democracy,Foreign Countries,Case Studies

This study aims to identify the benefits acquired by third-year pre-service elementary school teachers participating in a problem-based learning process in social studies education, the issues they encountered in that process and those they are likely to encounter, and their feelings about the process. Semi-structured interviews were used as one of the qualitative research methods. During the 2014 to 2015 academic year, problem situations related to the subjects of &quot;Historical Values&quot; and &quot;Being a Child in Africa&quot; were studied for five weeks through problem-based learning in the social studies education course. At the end of the process, 16 pre-service teachers with perfect attendance and active participation were interviewed. The interviews were recorded on tape recorders. The obtained data were analyzed via content analysis. The results indicate that problem-based learning (PBL) offers positive reflections/benefits to pre-service elementary school teachers in terms of learning, democracy education, and skills acquisition in social studies education classes. Although one participant considered the course unproductive, the pre-service teachers mostly had positive opinions regarding the problem-based learning process.
Investigation of the Relationship between Communication Skills, Social Competence and Emotion Regulation Skills of Preschool Children in Turkey
Author: Dagal, A. B.
Date: 2017-02-23
Type: Journal Articles
Subjects: Foreign Countries,Correlation,Communication Skills,Interpersonal Competence,Emotional Response,Self Control,Check Lists,Surveys,Anxiety,Withdrawal (Psychology),Psychological Patterns,Preschool Children,Statistical Analysis

The aim of this study is to investigate the relationship between communication skills, social competence and emotion regulation skills of preschool children. Children attending public primary schools who were 53 to 80 months old from the middle socio-economic class were chosen randomly from Istanbul City center districts for this study. They were 426 children. The average age of the children was 68.91 months. One of the three data collection tools was &quot;Communication Skills Scale for 5 to 6 Years Old Children&quot; with 4 subscales developed by Önder, Dagal and Salli. The internal consistency of the scale (Communication Skills Scale for 5 to 6 Years Old Children) was 0.98. The second data collection tool was named SCBE-30, which evaluates symptoms of problems and quantity of social skills of preschool children, consists of 30 items and has three subscales. The internal consistency of the social competence scale was 0.88. &quot;Emotion Regulation Checklist&quot; was the third data collection tool, which was adapted into Turkish by Batum and Yagmurlu to measure children's ability to regulate their emotions and has two subscales. Internal consistency coefficient of the subscales was 0.73 and 0.75. The study was based on descriptive analysis and multiple regression correlation was examined. As a result of the research, it was concluded that there was not a relationship between communication skills' total score and social competence and emotion regulation skills. However, when subscales of each concepts were examined separately, it was found out that social competence and anxiety/withdrawal subscale together explained communication skills of preschool children moderately. And social competence, anxiety/withdrawal, anger/aggression and emotion regulation subscales explained active communication skills of preschool children moderately.
Adjustment and Other Factors Related to High School Aged Students Identified as Hearing Impaired
Author: Milano, Charlene
Date: 2016-12-00
Type: Journal Articles
Subjects: High School Students,Hearing Impairments,Deafness,Student Adjustment,Peer Acceptance,Positive Attitudes,Grades (Scholastic),Academic Achievement,Academic Aspiration,Longitudinal Studies,Interviews,Grade Point Average,Statistical Analysis

Healthy social, emotional and cognitive development of deaf children depends upon complex interactions between the many individual and environmental factors associated with deafness. Deaf children and adolescents have been reported to possess greater rates of mental health problems than hearing children and adolescents. Dysfunction in one or more systems impacts the other systems in the child's life. Dysfunction increases the risk for maladjustment and poor mental and emotional health. Deaf youth are at greater risk for disruption in interactions between the child and their environment and therefore are also at greater risk for social and emotional problems. Data from the National Longitudinal Study of Adolescent to Adult was used to gain a better understanding of deaf student's feelings of acceptance at school, reported positive feelings, academic grades and future plans. Twelve deaf students were included in a total of 456 youth participants from across the county. No significant differences were found between the two groups.
Validity and Realibility of Chemistry Systemic Multiple Choices Questions (CSMCQs)
Author: Priyambodo, Erfan
Date: 2016-12-00
Type: Journal Articles
Subjects: Test Validity,Reliability,Multiple Choice Tests,Science Tests,Chemistry,Item Response Theory,Secondary School Science,High School Students,Data Analysis,Systems Approach

Nowadays, Rasch model analysis is used widely in social research, moreover in educational research. In this research, Rasch model is used to determine the validation and the reliability of systemic multiple choices question in chemistry teaching and learning. There were 30 multiple choices question with systemic approach for high school student class XI. In this research, a 164 student as the subject of the research. The data was collecting during March-April 2015. The data was analysis using Winsteps application with Rasch model. The research shows that 29 question of 30 questions was valid through Rasch model analysis. The reliability of systemic multiple choices question was 0.93, which is very good category.
Design of Personalized Blended Learning Environments Based on Web-Assisted Modelling in Science Education
Author: Çetinkaya, Murat
Date: 2016-12-00
Type: Journal Articles
Subjects: Instructional Design,Individualized Instruction,Blended Learning,Web Based Instruction,Models,Science Education,Educational Environment,Heat,Scientific Concepts,Teaching Methods,Problem Solving,Misconceptions

Positive results of science teaching studies supported with the means provided by technology require the enrichment of the content of blended learning environments to provide more benefits. Within this context, it is thought that preparing a web-assisted model-based teaching, which is frequently used in science teaching, based on the &quot;Matter and Heat&quot; unit will be useful. A great number of studies on &quot;Matter and Heat&quot; unit have reported that many students have conceptual errors. It has been found that students have difficulties in associating concepts such as matter, heat, temperature and change of state with daily life. Studies have shown the necessity of designing and using effective teaching methods in solving such problems. It is thought that the modeling based web materials developed for the unit of matter and heat will be effective in decreasing students' conceptual errors and their learning difficulties. Assure teaching design model, which aims to increase the efficiency of material choice and use with systematic prior planning of teaching, was used in creating the materials which were prepared based on web-assisted modeling. The purpose of this study is to design of personalized blended learning environments which are designed based on web-assisted modeling for &quot;Matter and Heat&quot; unit.
Evaluation of Northwest University, Kano Post-UTME Test Items Using Item Response Theory
Author: Bichi, Ado Abdu
Date: 2016-12-00
Type: Journal Articles
Subjects: Item Response Theory,Test Items,Difficulty Level,Statistical Analysis,High Stakes Tests,Goodness of Fit,Test Validity,Economics,Test Reliability,Standard Setting,Inferences,College Entrance Examinations,Foreign Countries,Test Construction,Test Content,Secondary School Students,Multiple Choice Tests,Item Analysis,College Admission,Factor Analysis

High-stakes testing is used for the purposes of providing results that have important consequences. Validity is the cornerstone upon which all measurement systems are built. This study applied the Item Response Theory principles to analyse Northwest University Kano Post-UTME Economics test items. The developed fifty (50) economics test items was administered to a sample of 600 students. The data obtained was analysed using XCALIBRE 4 and SPSS 20v softwares to determine items parameters base on IRT models. Indicate that, the test measure single trait by satisfying the condition of unidimensionality. Similarly, the goodness of fit test revealed that, the two parameter IRT model was more suitable since no misfit item was observed and the test reliability was 0.86. The mean examinee ability was 0.07 (SD = 0.94).The mean item difficulty was -0.63 (SD = 2.54) and mean item discrimination was 0.28 (SD = 0.04). 16 (33%) items were identified as &quot;problematic&quot; based on difficulty indices, 35 (71%) also failed to meet the set standards on the basis of discrimination parameters. it can be concluded that, using the IRT approach, the NWU Post-UTME items are not stable as far as item difficulty and discrimination indices are concerned. It is recommended that, the Post-UTME items should be made to pass through all process of standardisation and validation; test development and content experts should be involve in developing and validating the test items in order to obtain valid and reliable results which will lead to valid inferences.
Measurement of Attitudes Regarding Foreign Language Skills and Its Relation with Success
Author: Acar, Tülin
Date: 2016-12-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Academic Achievement,Comparative Analysis,Student Attitudes,Gender Differences,High School Students,Writing Attitudes,Language Skills,Institutional Characteristics,Language Tests,Test Items,Foreign Countries,Item Analysis,Factor Analysis,Validity,Correlation,Statistical Analysis

The aim of this research is to determine the attitudes of secondary level students regarding the skills in English as a Foreign Language and to compare the level of relationship between the academic success at English and the attitudes measured. Attitudes and success levels of the students of secondary education regarding their language skills were found to be high. A significant relationship at a linear low level was observed between the academic success of the students and their attitudes towards English language skills. In this study, the attitudes of high school students measured according to their gender concerning their reading, writing, speaking and listening skills, showed difference in favor of female students. Again, high school students? attitudes towards writing, speaking and listening skills except for the attitudes towards reading skills do differentiate according to the type of school in which they receive education.
Implementation of Project Based Learning in Mechatronic Lab Course at Bandung State Polytechnic
Author: Basjaruddin, Noor Cholis
Date: 2016-12-00
Type: Journal Articles
Subjects: Program Implementation,Active Learning,Student Projects,Mechanics (Physics),Electronics,Computer Science,Engineering,Learning Processes,Systems Development,Science Laboratories,Foreign Countries,Test Results,Models,Technical Institutes,College Students,Student Attitudes

Mechatronics is a multidisciplinary that includes a combination of mechanics, electronics, control systems, and computer science. The main objective of mechatronics learning is to establish a comprehensive mindset in the development of mechatronic systems. Project Based Learning (PBL) is an appropriate method for use in the learning process of mechatronic. The use of PBL by following the V model in system development process is expected to encourage the achievement of the main goal of learning in mechatronics lab. Demonstration of knowledge during the practical work done by drafting product development procedures documents, presentations, and project demo. The test result of mechatronics lab course based on PBL in Electronics Engineering Bandung State Polytechnic led to the conclusion that the model is acceptable and desirable to be passed with a few improvements. In addition, learners also feel there is a new challenge in following the PBL-based practicum.
Preliminary Analysis of Assessment Instrument Design to Reveal Science Generic Skill and Chemistry Literacy
Author: Sumarni, Woro
Date: 2016-12-00
Type: Journal Articles
Subjects: Test Construction,Student Evaluation,Science Tests,Science Process Skills,Scientific Literacy,Chemistry,Science Achievement,Ethnology,Science and Society,Evaluation Methods,Validity,Content Analysis,Questionnaires,College Students,Food,Reliability

The purpose of this research is to design assessment instrument to evaluate science generic skill (SGS) achievement and chemistry literacy in ethnoscience-integrated chemistry learning. The steps of tool designing refers to Plomp models including 1) Investigation Phase (Prelimenary Investigation); 2) Designing Phase (Design); 3) Construction/Realization Phase (Realization/Construction); 4) Test, Evaluation and Revision Phase. (Test, Evaluation and Revision). To test the validity of assessment instrument, it was used content validity by three experts as validators, while to test the practical, it was used questionnaire which were given to 22 college students of food ingredients chemistry that is integrated of ethno-science and two supporting lecturers. The result of content validity showed that assessment tool which was developed was valid stated by experts with the reliability coefficient was 0.72. Every lecturers and 21 students gave positive response, so it can be concluded that developed assessment instrument was practice to use.
Supporting At-Risk Learners at a Comprehensive University in South Africa
Author: Mayet, Razia
Date: 2016-00-00
Type: Journal Articles
Subjects: At Risk Students,College Students,Time to Degree,College Preparation,Prior Learning,Intervention,Foreign Countries,Student Attitudes,Attitude Change,Self Esteem,Academic Advising,Interviews,Counseling Services,Workshops,Study Skills,Coping,Academic Achievement,Likert Scales,Qualitative Research,Questionnaires

This paper reports on a study done within the Learning Development Unit (LDU) at a South African university. It addresses the issue that many students who arrive at university lack the requisite academic skills needed for success in higher education which increases the time taken to graduate. One of the multiple reasons for this is the &quot;articulation gap&quot; between school and higher education in South Africa and in other countries. This articulation gap is exacerbated by the assumption about prior learning on which South Africa's traditional higher education programmes are based. The purpose of this study is to explore whether learning development interventions can change student attitudes and confidence levels, and develop some of the skills necessary to succeed. The study allows the academic counsellors who provide support a sense of whether their interventions are working. The study was undertaken by analysing student responses to learning development interventions. The data is gleaned from evaluation forms, assessment results and interviews conducted with students over three sets of consultations with each student. There were three hundred students who attended workshops and one hundred who sought individual consultations. Initial analyses suggest that significant gains were made in increasing student coping mechanisms and learning/study skills. This indicates that support offered by the Learning Development Unit develops the capabilities and competencies of academically at-risk learners. It is important to note that the LD unit does not pursue graduate outputs and notions of success rates but focuses on enabling at-risk students, allowing them to engage in more purposeful learning.
Academic Guidance for Undergraduate Students in a South African Medical School: Can We Guide Them All?
Author: Jama, Mpho P.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Medical Students,Semi Structured Interviews,Academic Achievement,Needs Assessment,Student Experience,Academic Advising,Guidance Programs,Performance Factors,Racial Differences,Student Attitudes,Attribution Theory,Educational Diagnosis

Higher education institutions, including medical schools, still grapple with the challenge of poor academic performance of students. Some studies report the positive results of providing academic guidance for common challenges such as poor and/or ineffective time management, study methods, test- and exam-taking techniques and management, and the high academic workload of undergraduate medical students. However, limited detailed insights and understanding of medical students who experience more complex challenges are available. This study was conducted at a medical school in South Africa to determine undergraduate medical students' perceptions of factors affecting their academic performance. A total of 89 semi-structured interviews were held with undergraduate medical students who were identified as having academic problems between 2012 and 2015. According to the results, more blacks, males and first- and second-year students experienced poor academic performance. Prominent findings included the harsh realities and implications of lack of accommodation for black students; how poor academic performance can lead to an array of other social and psychological problems, such as withdrawal of bursaries and negative achievement emotions that some students experience. Compared to the usual objective measures of individual ability, the rich qualitative data of cases presented in this study reveal critical, real insights and understanding of students' challenges from their own perspective.
Career Development among Undergraduate Students of Madda Walabu University, South East Ethiopia
Author: Getachew, Abera
Date: 2016-00-00
Type: Journal Articles
Subjects: Career Development,Undergraduate Students,Career Guidance,Career Counseling,Questionnaires,Statistical Analysis,Demography,Predictor Variables,Student Surveys,Student Satisfaction,Social Influences,Student Personnel Services,Educational Opportunities,Foreign Countries

Career guidance and counselling is a vaguely implemented concept in most educational institutions, governmental and non-governmental organisations. The severity of the problem and scarcity of relevant information among university students have prompted the undertaking of this study the aim of which was to assess career development among undergraduate students of Madda Walabu University. Cross-sectional study design was employed to gather quantitative data through self-administered structured questionnaires. The participants in the study were 605 undergraduate students of Madda Walabu University who were recruited through multi-stage sampling. The analysis employed SPSS-20.0 to calculate t-test and ANOVA. The findings suggested that socio-demographic variables were important in determining the factors, levels and variances in career development. The participants' perceived benefit of career development has shown that there is a statistically significant difference between the expected mean and the observed mean, t(604) = 29.11, p&lt;0.01. However, they had only some unsatisfactory information on career development and most of them (47.4%) did not have a bright future. The result of this study showed that career development is important in understanding students' personal values, clarifying their goals, career choice directions and job-searching skills. Because the respondents' reported information on career development is so poor, lack of future direction and decreased performance are inevitable. It is suggested that career counselling services are seen to be highly recommendable in advancing students' career development in many aspects.
Socialisation and Professional Identity: Reflections of an Administrator's Pathway into Student Affairs in the United States
Author: Clarke, Darren L.
Date: 2016-00-00
Type: Journal Articles
Subjects: Socialization,Professional Identity,Student Personnel Workers,Student Personnel Services,Collegiality,Career Development,Transfer of Training,Cultural Pluralism,Global Education

Pathways into student affairs careers may not always be clear or well defined. Often, student affairs professionals experience unconventional beginnings. Formal and informal relationships with faculty, staff and students in higher education may eventually inspire a career in student affairs. This process of socialisation positively influenced my development as a student and continues to shape my perspectives about college student development as a professional. My professional identity, influenced by the student affairs socialisation process and reflective practice as a professional in higher education, are discussed.
Professional Mentoring in Student Affairs: Evaluation of a Global Programme
Author: Seeto, Eva-Marie
Date: 2016-00-00
Type: Journal Articles
Subjects: Mentors,Program Effectiveness,Program Evaluation,Professional Development,Student Personnel Services,Student Personnel Workers,Capacity Building,Pilot Projects,Partnerships in Education,Global Approach,Electronic Learning,Foreign Countries

In January 2016, the International Association of Student Affairs and Services (IASAS) offered a global professional mentoring programme that would link student affairs leaders internationally with new graduates and early career professionals in student services. Protégé participants were primarily new graduates of preparatory programmes in student affairs, or practitioners with less than two years' experience in roles ranging from international services and admissions, academic success, student advising and career services, to new student services Directors. This paper presents the outcomes of the evaluation of the 2016 pilot programme, and recommendations for development of this mentoring initiative. It argues that the programme successfully contributes to advancement of the student support and enrichment components of higher education worldwide, and provides an excellent mentoring experience for the professionals who are shaping the future of student affairs globally.
Student Leadership: Challenges and Possibilities
Author: Nel, Willy
Date: 2016-00-00
Type: Journal Articles
Subjects: Student Leadership,Student Responsibility,Politics of Education,Educational Innovation,Educational Change,Student Participation,College Administration,Barriers,Foreign Countries

In my attempt to adhere to the request that I provide an interpretation of the theme for the session, &quot;Critical Engagement, Innovation and Inclusivity&quot;, and cognisant of the primary audience, I weave student leadership responsibilities, challenges and possibilities into the address. Events since the plenary address have however necessitated adapting it and it has also been adapted to fit the journal prescripts for a campus report.