ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing Physics E-Scaffolding Teaching Media to Increase the Eleventh-Grade Students' Problem Solving Ability and Scientific Attitude
Author: Saputri, Affa Ardhi
Date: 2017-00-00
Type: Journal Articles
Subjects: Physics,Scaffolding (Teaching Technique),Science Instruction,Mathematical Concepts,Educational Technology,Technology Uses in Education,Visual Aids,Problem Solving,Questionnaires,Observation,Interviews,Tests,Attitude Measures,Grade 11,Secondary School Science,Statistical Analysis,Instructional Effectiveness,Foreign Countries,Scientific Concepts,High School Students,Lesson Plans,Scientific Attitudes

This research aims at revealing (1) the suitability of physics e-scaffolding teaching media with mathematical and image/diagrammatic representation, as well as (2) the effectiveness of the e-scaffolding teaching media with mathematical and image/diagrammatic representation to improve students' problem solving ability and scientific attitude. It is a research and development adapting Borg and Gall model which consists of five stages: (1) preliminary study; (2) planning; (3) product development (production, validation &amp; revision); (4) limited trial and product revision, field testing and product revision; and (5) dissemination. The instruments applied in this research comprise validation form, lesson plan implementation observation form, students' response questionnaire, teacher interview form, problem solving ability test, and scientific attitude observation form. The subject of this research is the eleventh grade students of SMA Negeri 2 Wonosari. The respondents of this research consisted of six validators, 24 students for the limited test, and 48 students for field testing. This research produced physics e-scaffolding teaching media equipped with lesson plans, students worksheets, problem solving ability test, and scientific attitude observation form. The result of the validation shows that physics e-scaffolding teaching media developed in this research is suitable to be implemented and categorized as &quot;very good.&quot;The result of the test shows that this teaching media fulfills the criteria of effectiveness. Based on the MANOVA test, it can be concluded that there is a difference between problem solving ability and scientific attitude in the experiment class and the control group. Thus, it can be concluded that there is a significant difference in the gain of problem solving ability and scientific attitude among the students who participated in the learning process using physics e-scaffolding media and other media developed in accordance with the devices used by the teachers.
Promoting Low-Income Students' College Readiness, Well-Being, and Success: A GEAR UP Counseling Program Study
Author: Capizzi, Lorri M.
Date: 2017-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Low Income Students,College Readiness,Well Being,Academic Achievement,Success,Outcomes of Education,Resilience (Psychology),Social Capital,School Counseling,Student Surveys,Semi Structured Interviews,Alumni,Student Empowerment,Program Effectiveness,Cohort Analysis,Online Surveys,Data Analysis,Academic Aspiration,Counselor Role,School Counselors,Social Networks

This article documents narrative experiences from alumni who participated in the GEAR UP program. The San Jose State University GEAR UP program, based on an intensive counseling model, is grounded in social capital and resilience theories, and is designed to increase the number of low-income students who are prepared to enter and succeed in postsecondary education. Qualitative findings from surveys and semi-structured interviews with GEAR UP alumni highlight the power of this intensive counseling model in providing meaning, connectedness, and a sense of empowerment for students to support their personal and academic development, college readiness, and overall well-being.
School Counselors' Role in Dropout Prevention and Credit Recovery
Author: Tromski-Klingshirn, Donna
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Credits,Repetition,Required Courses,At Risk Students,Academic Failure,Advocacy,Intervention,Instructional Leadership,Dropout Prevention,High School Freshmen

This article introduces credit recovery (CR) programs to school counseling. Traditionally the school counselors' role in CR has been limited to referring students who are, or who have, failed courses. Based on our own findings from a study of a large Midwest high school (N = 2,000) CR program, we make specific recommendations for school counselors to advocate for, and intervene with, failing students. Further, we propose a new instructional leadership role for school counselors within the instructional leadership team (ILT) to lead credit recovery efforts within the schools.
School Counselors and Multicultural Education: Applying the Five Dimensions
Author: Merlin, Clare
Date: 2017-00-00
Type: Journal Articles
Subjects: School Counselors,Multicultural Education,Equal Education,Educational Opportunities,Disadvantaged,Academic Achievement,School Counseling,Middle School Students,High School Students,Experiential Learning,Teaching Methods,Group Counseling,Counseling Techniques,School Culture,Elementary Secondary Education,Student Diversity

Multicultural education is an educational approach designed to ensure equal educational opportunities for all students, including those in marginalized groups. This approach has historically been directed towards teachers, but school counselors have the appropriate training and skills to lead multicultural education efforts, as well. In this article, the five dimensions of multicultural education are described and examples are provided that suggest how school counselors can use each dimension in order to create a context in which all students succeed.
Creating School Climates That Foster Inclusive Community Attitudes toward Gender Nonconforming Students
Author: Kurt, Layla J.
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Environment,Minority Groups,Qualitative Research,School Counselors,Disadvantaged,Well Being,Sexual Identity,Sexual Orientation,Social Bias,Educational Legislation,Federal Legislation,Higher Education,Self Concept,Counseling Techniques,School Policy,School Safety,Risk,Student Needs,Family School Relationship,Advocacy,Ethics,Guidelines,Counseling Services

Transgender students are a marginalized group of students who are calling for recognition and acceptance of their identities. Although Title IX assures students of freedom from discrimination based on sexual identity, many schools are struggling with policies that adequately provide these protections. Based on a previous qualitative study conducted by the author, this manuscript provides strategies that school counselors and other educators can implement to create a school climate that is safe, equitable, and fosters the well-being and success of transgender students.
Transition to Post-Secondary Life for Students with Disabilities: Promoting Student Success
Author: Quigney, Theresa A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Disabilities,School Counselors,Counselor Role,Goal Orientation,Individualized Transition Plans,Intellectual Disability,Employment,Independent Living,Daily Living Skills,Brain,Injuries,Neurological Impairments,Emotional Disturbances,Autism,Pervasive Developmental Disorders,Educational Legislation,Federal Legislation,Equal Education,High School Students,Multiple Disabilities,Physical Disabilities,Visual Impairments,Deafness,Blindness

The transition to life after high school for students with disabilities and the vital role that school counselors have in assisting the students and their families to achieve success are discussed. As there may be unique requirements for these students in making this transition, it is important that school counselors are acquainted with particular matters and techniques critical to student success. The educational categories of disabilities and special considerations that are presented may be beneficial to school counselors as they enhance their students' opportunities to achieve their goals.
Knowledge, Attitudes and Awareness of Pre-Service Teachers on Biodiversity Conservation in Rwanda
Author: Venuste, Nsengimana
Date: 2017-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Biodiversity,Conservation (Environment),Foreign Countries,Case Studies,Pedagogical Content Knowledge,Student Attitudes,Correlation,Sustainability,Secondary School Teachers,Teacher Education,Student Behavior,Environmental Education,Statistical Analysis,Knowledge Base for Teaching,Focus Groups,Questionnaires

This research presents a case study on the knowledge of pre-service teachers of the school of lower secondary education on biodiversity conservation in Rwanda. It critically examines the implication of the level of knowledge on attitudes and behaviors towards biodiversity conservation and the potential implications of a lack of the courses focusing on biodiversity conservation in the school of lower secondary education, and presents empirical data from a survey and group discussions. Results showed that generally the level of knowledge of pre-service teachers on biodiversity conservation is high, and there is positive correlation between knowledge, awareness and attitude, which in turn may contribute to sustainable biodiversity conservation in Rwanda. Research concluded that there should be another research on the side of primary and secondary students in order to verify if the skills of teachers in biodiversity conservation are fully taught to the students.
Examination of Postgraduate Theses in Sciences within the Interdisciplinary Context
Author: Karakus, Memet
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Graduate Students,Theses,Sciences,Science Departments,Interdisciplinary Approach,Economics,Sociology,Psychology,Geography,Qualitative Research,Case Studies,Data Analysis,Physics,Chemistry,Biology,Mathematics,Statistics,Interviews

Nowadays, the rapid spread of the interdisciplinary approach contributes to the development of disciplines and scientific developments in many ways. Therefore, how the interdisciplinary approach is addressed in the studies carried out is important in terms of guiding other studies. For this purpose, an attempt to determine how 155 doctorate theses which were written in science departments at a university located in Turkey's south between 2010-2016 addressed the study discipline, subject of study and interdisciplinary approach process was made in this study. Furthermore, the opinions of instructors working in these departments on the interdisciplinary approach were also examined. As a result of the study, it was seen that 140 theses were written with the disciplinary approach, 15 theses were written with the interdisciplinary approach, and they were also associated with economics, sociology, psychology and geography among social science disciplines. The facts that the concept of interdisciplinary is not exactly known and that the necessary conditions for studying have not been provided, the lack of time, the presence of gaps in disciplines and failure to ensure the adequate cooperation are important reasons for the limited number of studies carried out with the interdisciplinary approach. Therefore, it is important to promote interdisciplinary studies and to provide suitable conditions for studying.
Mental Health and Social Emotional Programming in Schools: Missing Link or Misappropriation?
Author: Even, Trigg A.
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,School Health Services,School Counseling,Academic Achievement,Correlation,Advocacy,Literature Reviews,Resource Allocation,Expenditures,Well Being,Success,Program Effectiveness,Group Counseling,Family Involvement,Parent Participation,Social Development,Emotional Development

While differences of opinion exist on whether mental health services fall within the scope of public education, schools may represent the best opportunity to provide young people with necessary access to mental health care. Professional school counselors are uniquely qualified by training and experience to address the mental health and social emotional development needs of students, yet may be underutilized for this purpose, in part because school counselors may not be speaking the language of education, that is, academic achievement. The authors questioned whether school counseling is the missing link to advancing academic achievement or a misappropriation that deters schools from accomplishing their core mission. The literature relevant to the relationship between mental health programming and academic achievement was reviewed, and recommended talking points for professional advocacy are discussed.
Document Level Assessment of Document Retrieval Systems in a Pairwise System Evaluation
Author: Rajagopal, Prabha
Date: 2017-06-00
Type: Journal Articles
Subjects: Information Retrieval,Documentation,Scores,Information Systems,Measurement,Statistical Analysis,Hypothesis Testing,Statistical Significance,Evaluation Methods,Accuracy,Comparative Analysis,Classification

Introduction: The use of averaged topic-level scores can result in the loss of valuable data and can cause misinterpretation of the effectiveness of system performance. This study aims to use the scores of each document to evaluate document retrieval systems in a pairwise system evaluation. Method: The chosen evaluation metrics are document-level precision scores against topic-level average precision (AP) scores, and document-level rank-biased precision scores against topic-level rank-biased precision at cut-off k (k = 100) scores. Analysis: An analysis of the results of paired significance tests with the use of document-level and topic-level scores are compared to determine the agreement in the obtained numbers of statistically significant information retrieval system pairs. Results: The experiment results at document-level are an effective evaluation unit in the pairwise evaluation of information retrieval systems, with higher numbers of statistically significant (p = 0.01) system pairs, compared with the topic-level results and a high percentage of statistically significant agreement with topic-level. Conclusion: This study presents an original viewpoint on measuring the effectiveness of document retrieval systems through pairwise evaluation by using document-level scores as a unit of evaluation in the significance testing instead of the traditional topic-level scores (which involve averaging document scores).
Institutional Repositories as Infrastructures for Long-Term Preservation
Author: Francke, Helena
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Archives,Preservation,Higher Education,Information Management,Questionnaires,Statistical Analysis,Coding,Access to Information,Theses,Guidelines,Sustainability,Publications,Layout (Publications),Information Storage,Policy,Standards,Information Transfer

Introduction: The study describes the conditions for long-term preservation of the content of the institutional repositories of Swedish higher education institutions based on an investigation of how deposited files are managed with regards to file format and how representatives of the repositories describe the functions of the repositories. Method: The findings are based on answers to a questionnaire completed by thirty-four institutional repository representatives (97% response rate). Analysis: Questionnaire answers were analysed through descriptive statistics and qualitative coding. The concept of information infrastructures was used to analytically discuss repository work. Results: Visibility and access to content were considered to be the most important functions of the repositories, but long-term preservation was also considered important for publications and student theses. Whereas a majority of repositories had some form of guidelines for which file formats were accepted, very few considered whether or not file formats constitute open standards. This can have consequences for the long-term sustainability and access of the content deposited in the repositories. Conclusion: The study contributes to the discussion about the sustainability of research publications and data in the repositories by pointing to the potential difficulties involved for long-term preservation and access when there is little focus on and awareness of open file formats.
Untangling the Relationship between Internet Anxiety and Internet Identification in Students: The Role of Internet Self-Efficacy
Author: Hsiao, Bo
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Internet,Anxiety,Identification (Psychology),Self Efficacy,Student Surveys,Grade 12,High School Students,Vocational Education,Foreign Countries,Factor Analysis,Multiple Regression Analysis,Hypothesis Testing,Questionnaires

Introduction: Previous research has identified Internet anxiety and Internet identification as two important factors that predict usage and experience on the Internet. However, little is known about the relationship between them. This research aimed to untangle the relationship between Internet anxiety and Internet identification, and to investigate the role of Internet self-efficacy in the relationship between Internet anxiety and Internet identification in students. Methods: The survey method was used with a sample of 212 grade twelve students in an industrial vocational high school in Taipei, Taiwan. Analysis: Confirmation factor analysis was used to assess the quality of the measurement model. Multiple regression with moderation and mediation was used to test the hypotheses. Results: The results indicated that although Internet anxiety is not directly associated with Internet identification, it has a negative indirect effect on Internet identification of students mediated through Internet self-efficacy. Furthermore, Internet self-efficacy moderates the relationship between Internet anxiety and Internet identification. Internet anxiety is positively related to Internet identification for those with low Internet self-efficacy. Conclusion: Educators and parents should proactively identify students that are low in Internet self-efficacy and encourage them to gain more knowledge and training about Internet usage to boost their Internet self-efficacy.
Visual Methods and Quality in Information Behaviour Research: The Cases of Photovoice and Mental Mapping
Author: Cox, Andrew
Date: 2017-06-00
Type: Journal Articles
Subjects: Research Methodology,Behavioral Science Research,Photography,Social Action,Cognitive Mapping,Credibility,Ethics,Information Science,Qualitative Research,Standards,Accountability,Generalization,Heuristics,Evaluation Criteria

Introduction: The purpose of the paper is to explore the ways in which visual methods can increase the quality of qualitative information behaviour research. Methods: The paper examines Tracy's framework of eight criteria for research quality: worthy topic, rich rigour, sincerity, credibility, resonance, significant contribution, ethical issues and meaningful coherence. It explores photovoice and mental mapping as examples of visual research methods, to consider how far they have the potential to increase research quality against these criteria. Analysis: The data for this conceptual paper were the authors' own experience of the methods and other published studies using them, in the context of an understanding of major trends in the field of information behaviour. Results: Visual methods have great potential in qualitative information behaviour research to produce studies with the qualities of credibility and resonance, as discussed by Tracy. There may be more issues to overcome in achieving rigour, sincerity, ethics and coherence. Worthiness of the research or significance of the contribution do not seem to be so clearly linked to use of these methods as such. Conclusions: As an approach to producing high quality research of affective aspects and everyday information behaviour, particularly in those cases where participants are potentially marginalised or disadvantaged, visual methods seem promising approaches.
Social-Emotional Assessment, Performance, and Standards
Author: McKown, Clark
Date: 2017-00-00
Type: Journal Articles
Subjects: Social Development,Emotional Development,Evaluation Methods,Definitions,Thinking Skills,Behavior,Self Control,Child Development,Ethics,Standards,Test Construction,Measurement,Developmentally Appropriate Practices,Children,Early Adolescents

In the push to boost young people's social and emotional learning (SEL), assessment has lagged behind policy and practice. We have few usable, feasible, and scalable tools to assess children's SEL. And without good assessments, teachers, administrators, parents, and policymakers can't get the data they need to make informed decisions about SEL. Some existing SEL assessments, writes Clark McKown, are appropriate for some purposes, such as keeping teachers abreast of their students' progress or evaluating SEL interventions. But too few high-quality SEL assessments are able to serve a growing range of purposes--from formative assessment to accountability, and from prekindergarten through high school. McKown recommends proceeding along two paths. First, he writes, educators should become familiar with existing SEL assessments so that they can learn their appropriate uses and limits in a low-stakes context. At the same, we need to invest money and talent to create assessment systems that can be used to meet important assessment goals at all grade levels. McKown walks us through definitions of SEL, identifying three broad areas of SEL skills-- thinking, behavior, and self-control. Each area encompasses skills that are associated with important life and academic outcomes, that are feasible to assess, and that can be influenced by children's experiences. Such meaningful, measurable, and malleable skills, McKown argues, should form the basis of SEL assessments. The next generation of SEL assessments should follow six principles, he concludes. First, assessments should meet the highest ethical and scientific standards. Second, developers should design SEL assessment systems specifically for educational use. Third, assessments should measure dimensions of SEL that span the three categories of thinking, behavioral, and self-control skills. Fourth, assessment methods should be matched to what's being measured. Fifth, assessments should be developmentally appropriate--in other words, children of different ages will need different sorts of assessments. Last, to discourage inappropriate uses, developers should clearly specify the intended purpose of any SEL assessment system, beginning from the design stage.