ethanporcaro/eric-fulltext-meta huggingface dataset:
The Benefits of Sectoral Accreditation and Reflections for Educational Organizations
Author: Altun, Sadegül Akbaba
Date: 2022-00-00
Type: Journal Articles
Subjects: Accreditation (Institutions),Program Effectiveness,Colleges,Educational Quality,Quality Assurance,Business,Health,Administration,Accountability,Standards,School Personnel,Work Environment,Cooperation,Ethics,Reputation

Accreditation is an instrument of academic quality, transparency, efficiency and accountability at every step of educational systems. However, usually very few benefits of accreditation are listed when talking about educational context. The purpose of this study is to emphasize the benefits that accreditation processes in such sectors as health, management and business provide and adapt them to the context of educational organizations since these sectors have a longer historical background in quality assurance concerns and are more experienced than education. A sampling frame was established and the benefits of accreditation processes stressed in some articles, a guide book and a book from management, business and health sectors were investigated. Inductive document analysis was used and several themes and sub themes have emerged. Findings showed benefits for service recipients (clients/costumers), benefits for personnel, organizational benefits, inter-organizational benefits, benefits for the field/discipline, national and international benefits. They show that great effort should be put by all higher education institutions towards establishing notably reliable, acceptable and quality educational practices and outcomes by attaining accreditation.
Virtual Gallery -- A Multidisciplinary Approach
Author: Chia, Ivy
Date: 2022-00-00
Type: Journal Articles
Subjects: Arts Centers,Online Systems,Electronic Learning,COVID-19,Pandemics,Computer Simulation,Interdisciplinary Approach,Problem Solving,Technological Literacy,Skill Development,Technology Uses in Education,Exhibits,Studio Art

The COVID-19 pandemic has led to a new era where applied learning has to go virtual. This hastened the need for students to be equipped with virtual skillsets, including the ability to manage 3-D augmented reality tools for future work. This paper introduces the virtual art platform as a means to prepare students for the new world, which requires a multidisciplinary approach to solving problems and digital skills to work within the virtual environment. The paper will examine the multidisciplinary practice and perspectives involved in setting up the virtual art gallery, introduce features of Virtual Art Gallery platforms and finally consider the potential benefits of using these platforms for the student's professional careers.
Optimal Timing for Launching Installation of Tiers 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports
Author: Kittelman, Angus
Date: 2022-07-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Evidence Based Practice,Program Implementation,Fidelity,Elementary Secondary Education,Structural Equation Models,Predictor Variables

The purpose of this longitudinal study was to examine patterns in implementation of Tiers 2 and 3 school-wide positive behavioral interventions and supports (SWPBIS) systems to identify timings of installation that led to higher implementation of advanced tiers. Extant data from 776 schools in 27 states reporting on the first 3 years of Tier 2 implementation and 359 schools in 23 states reporting on the first year of Tier 3 implementation were analyzed. Using structural equation modeling, we found that higher Tier 1 implementation predicted subsequent Tier 2 and Tier 3 implementation. In addition, waiting 2 or 3 years after initial Tier 1 implementation to launch Tier 2 systems predicted higher initial Tier 2 implementation (compared with implementing the next year). Finally, we found that launching Tier 3 systems after Tier 2 systems, compared with launching both tiers simultaneously, predicted higher Tier 2 implementation in the second and third year, so long as Tier 3 systems were launched within 3 years of Tier 2 systems. These findings provide empirical guidance for when to launch Tiers 2 and 3 systems; however, we emphasize that delays in launching advanced systems should not equate to delays in more intensive supports for students.
The Effect of Drama Method on Academic Achievement and Attitude: A Comparative Meta-Analysis and Meta-Synthesis
Author: Yildirim, Esat
Date: 2022-00-00
Type: Journal Articles
Subjects: Dramatics,Teacher Motivation,Academic Achievement,Student Attitudes,Meta Analysis,Foreign Countries,Effect Size,Preschool Education,Elementary Education

The aim of this study is to analyze the effect of drama method on academic achievement and attitude in preschool and primary school in terms of meta-analysis and meta-synthesis in Turkish sample. In this study, a methodological approach was used that combines meta-analysis of quantitative data with qualitative data to present the broadest view of the research on drama method. In order to find the overall effect size at the meta-analysis stage, 67 effect sizes were obtained from 57 empirical studies about the effect of drama method on academic achievement. 25 effect sizes were obtained from 23 empirical studies about the effect of drama method on attitude. Results show that the drama method has a strong effect on academic achievement (d=1,157) and a moderate effect on attitude (d=0,680). The meta-synthesis results reveal that drama affects emotionally, cognitively, socially, linguistically and kinesthetically in the theme of its role on students. In the theme of learning outcomes of drama, it was seen that the drama method provides students active learning, permanent learning, learning with games, learning with fun, cooperative learning and learning from the teacher. It can be said that both the quantitative results obtained through meta-analysis and the qualitative results obtained through meta-synthesis are compatible, consistent and support each other.
&apos;Race&apos; and Academic Performance in International Higher Education: Black Africans in the U.K.
Author: Zewolde, Solomon
Date: 2022-00-00
Type: Journal Articles
Subjects: Blacks,International Education,Higher Education,Foreign Students,Race,Academic Achievement,Academic Ability,Decision Making,Ethnicity,Foreign Countries,Racial Bias,Racial Differences,Educational Experience,Undergraduate Students,Universities,Student Attitudes,Racial Discrimination,Student Experience,Identification,Preferences,Student Characteristics,Critical Theory,Grading,Teacher Student Relationship

U.K. higher education research routinely pinpoints the racialized nature of academic performance, but it often fails to even consider if racism contributes to such a pervasive racial or ethnic disparity. While research in the area often focuses on comparing the attainment of home white and ethnic minority students, little attention is given to the experiences of black African international students (BAIS), particularly in U.K. higher education. Using semi-structured qualitative interviews, this study documents how &quot;race&quot; shapes academic performance and achievement by exploring the experiences of 21 BAIS undergraduates studying in ten universities in England. Factors identified, inter alia, include racism and discrimination, and the analysis challenges the narrative of assessment as neutral and objective technology that rewards merit, and lifts the voices of BAIS which are normally silent in the literature about international student experience. 'Race' and ethnicity jeopardize perception of BAIS's academic ability and judgment of their assessed work.
The Exploratory Practice: An Approach for Enhancing Students&apos; Learning Process Awareness
Author: Banat, Maysaa
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Learning Processes,Metacognition,Writing Instruction,Instructional Effectiveness,English (Second Language),Second Language Learning,Knowledge Level,Interpersonal Competence,Control Groups,College Students

Many EFL [English as Foreign Language] learners reach university unable to exercise control over their own learning in terms of setting goals, monitoring progress, evaluating activities, and organizing time and resources. To address this concern, an experimental research study was carried out in a Lebanese English medium university. The study attempted at developing the students? learning process awareness through implementing the Exploratory Practice [EP] instructional technique in their writing classes. Then, the effects of this implementation were investigated. The study included an experimental group of 16 students and a control group of 23 students. Quantitative data were collected from a questionnaire devised to measure students? learning process awareness which according to reviewed literature is one dimension of autonomy (Lamb &amp; Reinders, 2007). The qualitative data were derived from record keeping, classroom observations, and video recording. The results showed a significant improvement of the experimental group in terms of students? learning process awareness. Hence, this study recommends implementing EP in the context of teaching writing to develop students? learning process awareness and empower their writing autonomy.
Developing Core Competence with Project-Based Learning: Voices from Chinese High School Students Serving Visually Impaired Students
Author: Zhou, Linli
Date: 2022-06-00
Type: Journal Articles
Subjects: Student Projects,Foreign Countries,High School Students,Students with Disabilities,Visual Impairments,Active Learning,Empathy,Perspective Taking,Accessibility (for Disabled),Sanitation,Social Responsibility

This study explores the experiences of project-based learning (PBL) experimentation in Chinese high schools, especially the feedback that Chinese students have for better practicing PBL in China. We conducted a case study at two Chinese high schools in an intermediate city, Suzhou, which started their first PBL practice. The two high schools were chosen because of their unique initiative to mix visually impaired students (VIS) and ordinary students in a PBL course, which focuses on &quot;designing accessible garbage bins for VIS.&quot; Interviews and observations were conducted. All data are anonymized. After two rounds of thematic sorting and coding of the qualitative data, we found that the PBL course helped students develop two aspects of the civic participation dimension of core competence: social responsibility and problem-solving. Students learned to empathize with VIS to understand their needs and to build a more feasible and usable garbage bin. This study provides instructional recommendations in terms of how to better utilize the pedagogy of PBL in Chinese K-12 schools, particularly to support teachers to facilitate students' development of core competence and learning of inclusion, social responsibility, and sustainability by using the PBL technique.
Protecting and Scaffolding: How Parents Facilitate Children&apos;s Activities in Public Space in Urban China
Author: Luo, Xin
Date: 2022-06-00
Type: Journal Articles
Subjects: Foreign Countries,Urban Areas,Child Development,Parents,Parent Participation,Parent Child Relationship,Learning Processes,Interaction,Social Behavior,Child Behavior,Playgrounds,Scaffolding (Teaching Technique),Gender Differences,Children

Purpose: During the past decades, China has seen a rapid urbanization that has (re)shaped not only its city landscape but also (re)created public space where children live, play, and learn. However, little research has focused on how urban public space influences young children's learning and development and how parents navigate children's development in the public space. Therefore, this research aims to study how public space influences parents' engagement with their young children. Design/Approach/Methods: This study is informed of Bronfenbrenner's Processes, Person, Context, and Time (PPCT) model that sees children's learning as complex and multilateral interactions among various stakeholders including schools, families, and environment. It employed ethnographic approach to study the interactions between children and their parents in a public playground in a Western Chinese city. Findings: It found that parents realized public space had been reshaped by urbanization. While they accompanied their children to play, they actively monitored children's safety and cultivated children's physical and social development. In this process, male parents tended to contribute more than they would do in other settings. Originality/Value: This study fills the gap by providing a nuanced study exploring how parents fulfill their responsibilities in an integral space of children's development, which has rarely been explored.
Teaching Experiences of Faculty Members in Turkey during the COVID-19 Pandemic: A Photovoice Study
Author: Trout, Inci Yilmazli
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Experience,College Faculty,Foreign Countries,COVID-19,Pandemics,Photography,Audio Equipment,Distance Education,Web Based Instruction,Well Being,Career Readiness,Barriers

The global COVID-19 pandemic has significantly affected many areas of life including higher education. Educational practices were disrupted, and higher education institutions had to move from in-person to remote teaching quickly to continue education. This transition brought along challenges not only for students but also for faculty. Currently there is limited research on faculty teaching experiences during the pandemic. Using the photovoice method, we explored the experiences of higher education faculty in two Turkish universities when teaching remotely during the pandemic. We identified three areas that were important and influenced faculty member practices: Faculty well-being, lack of preparation, and wrestling with remote education. Our findings grounded in faculty experiences provide insights and areas for higher education institutions to improve remote education practices and provide support to foster student learning, particularly if institutions decide to continue with online education permanently or offer hybrid education options.
Diversity as a Condition of Cultures: Querying Assumptions of Mainstream and Minorities in Education Policy and Curriculum
Author: Saltmarsh, Sue
Date: 2022-06-00
Type: Journal Articles
Subjects: Educational Policy,Curriculum Development,Diversity,Cultural Differences,Minority Group Students,Civil Rights,Social Differences,World Views,Inclusion,Elementary Secondary Education

Discussions of diversity in relation to children's education are often characterized by binaries of same/different, mainstream/margins, inclusion/exclusion, self/Other. Curriculum remains a contested site in educational debate, with differing views about curriculum as reinforcing social norms, beliefs, and values, as addressing the learning and social needs of learners from a variety of backgrounds and worldviews, or as a hybrid of these. Policy and curriculum designed or intended to address diversity tend to rest on assumptions of majority or dominant cultures as homogenous and distinct from the cultures of minority Other/s. Inequality is often multidimensional, intersecting with, perpetuating, and reinforcing other inequalities and human rights violations affecting children and families. Understanding culture in terms of heterogenous practices of everyday life shifts the focus of discussion and debate toward more nuanced understandings of Otherness, difference and diversity as operating within, as well as between, cultures.
Evaluating and Securing Text-Based Java Code through Static Code Analysis
Author: Yang, Jeong
Date: 2020-06-00
Type: Journal Articles
Subjects: Computer Security,Programming Languages,Programming,Computer Uses in Education,Technology Uses in Education,Error Patterns,Computer Science Education,Data Analysis,Textbooks,Electronic Publishing,Coding

As the cyber security landscape dynamically evolves and security professionals work to keep apace, modern-day educators face the issue of equipping a new generation for this dynamic landscape. With cyber-attacks and vulnerabilities substantially increased over the past years in frequency and severity, it is important to design and build secure software applications from the group up. Therefore, defensive secure coding techniques covering security concepts must be taught from beginning computer science programming courses to exercise building secure applications. Using static analysis, this study thoroughly analyzed Java source code in two textbooks used at a collegiate level, with the goal of guiding educators to make a reference of the resources in teaching programming concepts from a security perspective. The resources include the methods of source code analysis and relevant tools, categorized bugs detected in the code, and compliant code examples with fixing the bugs. Overall, the first text revealed a relatively moderate bug rate of approximately 44% of files analyzed contained either regular or security bugs. About 13% of the total bugs found were security bugs and the most common security bug was related to the Pseudo Random security vulnerability. The second text produced a slightly larger bug rate of 53.80% with approximately 8% of security bugs. After combining the texts for an average rate, the total number of security bugs that were likely to appear was roughly 10% percent. This encompasses security bugs such as malicious code vulnerabilities and security vulnerabilities related to exposing or manipulating data in these programs.
The Integer Test of Primary Operations: A Practical and Validated Assessment of Middle School Students&apos; Calculations with Negative Numbers
Author: Nurnberger-Haag, Julie
Date: 2022-00-00
Type: Journal Articles
Subjects: Numbers,Number Concepts,Middle School Students,Secondary School Mathematics,Mathematics Instruction,Computation,Mathematics Skills,Arithmetic,Test Construction,Test Validity,Test Reliability,Measurement Techniques,Grade 7,Addition,Subtraction,Multiplication,Division,Test Items

Skills and understanding of operations with negative numbers, which are typically taught in middle school, are crucial aspects of numerical competence necessary for all subsequent mathematics. To more swiftly and coherently develop the field's understanding of how to foster this critical competence, we need shared measures that allow us to compare results across studies with diverse populations and theoretical perspectives. Yet, to date no validated instrument exists to assess all four primary operations (addition, subtraction, multiplication and division). Thus, we conducted a Rasch analysis of the Integer Test of Primary Operations (ITPO) with 187 middle school students to provide a valid and reliable assessment with good person and item fit. The implications of this study are numerous for multiple stakeholders including scholars, test and textbook developers, as well as teachers. First, we validated three forms of the ITPO to foster future longitudinal studies of how integer arithmetic knowledge ismaintained or decays as well as how such knowledge might be related to success in STEM disciplines. Second, our analysis provides trustworthy insights about relative difficulty of integer problem structures because regardless of test form similar problem structures loaded together. For instance, sums of additive inverses were the easiest structure, whereas division by -1 was more difficult than multiplying or dividing by any other integer. We discuss each of these and other findings that have practical implications for learning and teaching integers. Third, for broader mathematics assessments in which minimal items can be included to measure integer knowledge, this study informs which items would serve the intended assessment purpose. Finally, we provide the three forms as an appendix in printable formats to ensure these validated tests are practical to implement for teachers as well as scholars.
The Impact of COVID-19 Pandemic on MotherScholars: A Comparative Case Study of United States and Australian Higher Education Women Faculty Role Strain
Author: Pascale, Amanda B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Women Faculty,Mothers,Parent Role,Teacher Role,Females,School Closing,Distance Education,Stress Variables,Sex Stereotypes,Sex Role,Coping,College Faculty,Child Rearing

This study examines the impact of the COVID-19 pandemic on the experiences of women faculty with children in the United States and Australia as they contend with the blended roles and responsibilities of being a mother and an academic (i.e., MotherScholars). Using interpretive comparative case study design, the researchers interviewed MotherScholars to identify common themes based on roles and responsibilities that emerged as a result of the pandemic-caused shift to remote academic demands. Three primary themes emerged: (a) accumulative burdens, (b) rationalization, and (c) gendered expectations. These themes were explored through the lens of Goode's (1960) role strain theory to examine the experiences of both groups of MotherScholars. For these MotherScholars the circumstances of the pandemic rendered obsolete many coping mechanisms previously utilized to manage role strain, which contributed to increased role strain from the conflict between the role systems for mother and scholar. While the pandemic affected everyone, this research adds insight into how cultural contexts and norms can mitigate or exacerbate challenging circumstances.
Lesson Experiment Cycles: Examining Factors That Affect Prospective Teachers&apos; Learning of Area Measurement
Author: Chamberlin, Michelle
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Geometric Concepts,Measurement,Undergraduate Students,College Mathematics,Concept Formation,Experimental Teaching,Lesson Plans,Cognitive Processes,Mathematical Concepts

For teachers to provide students with meaningful instruction in area measurement, teachers need robust understandings of area. Here, I describe two cycles of a &quot;lesson experiment&quot; used to investigate prospective teachers' understandings of area units in an undergraduate mathematics class. For each cycle, I collected and analyzed the prospective teachers' written work and videotaped class discussions. The first cycle yielded a learning trajectory for helping prospective teachers better understand area units, which led to more teachers attaining the lesson goals in the second cycle. The paper articulates these classroom lessons and the lesson experiment process for fellow mathematics instructors and teacher educators.
How to Improve the Quality of Online Education from Online Education Directors&apos; Perspectives
Author: Akbaba Altun, Sadegul
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Educational Quality,Administrator Attitudes,Student Needs,Educational Change,Leadership Responsibility,Educational Theories,Educational Research,Teacher Competencies,Higher Education,Administrator Role

COVID-19 pandemic showed once again the need for quality in online education all over the world. The aim of this research is to solicit how to improve the quality of online education from online education program directors' perspectives. The research was designed as a qualitative case study. Eight participants who were responsible for directing, managing, supervising and organizing online education programs participated to this study. The data were collected through interviews and were analyzed through content analysis. Eight dimensions were found to improve the quality of online education. These dimensions were focusing on students' needs; focusing on change in education; focusing on system as a whole; focusing on leadership; focusing on continuous improvement of online education; focusing on integrating learning and teaching theories into online education; focusing on research about online education; and focusing on quality of instructors.