ethanporcaro/eric-fulltext-meta huggingface dataset:
An Examination of University Sophomore Students&apos; Thriving Factors, Second-Year Experiences, and Student Success Outcomes
Author: Perez, Margarita
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Student Experience,Academic Achievement,Educational Objectives,School Holding Power,Predictor Variables,Learner Engagement,Academic Persistence,Interpersonal Relationship,Positive Attitudes,Student Attitudes,Diversity,Student Participation

Most universities have focused retention efforts on the first year of college; however, just as many students leave college between the second year and the third year (Berker, He, &amp; Forest, 2002; Lipka 2006). The overarching question for this study was: What is the relationship or impact of Thriving Factors, experiences, and success outcomes during the sophomore year of college. Thriving is defined as engaged learning, academic determination, social connectedness, positive perspective, and diverse citizenship (Schreiner, 2010). Thriving is more than just succeeding in the classroom, it encompasses success outside the classroom, psychological well-being and the relationships which are a part of the college experience (Schreiner, 2010b). Thriving implies students are not just surviving and getting by in college, but are also engaged intellectually, socially, and emotionally and are experiencing psychological well-being that contributes to their being successful in college and in life after college (Schreiner, Pothoven, Nelson, &amp; McIntosh, 2009).
Assessment of High School Coaches&apos; Knowledge Retention of Sport-Related Concussions
Author: Boudreaux, John D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Athletic Coaches,Knowledge Level,Brain,Head Injuries,Disclosure,Athletes,Training,Online Courses,Educational Technology,High School Teachers,Team Sports,Symptoms (Individual Disorders),Misconceptions

Sport-related concussions continue to be a serious epidemic for youth participants. A pathway to improper management, created by improper reporting by athletes, lack of recognition by coaches, and lack of access to athletic training services, must be mitigated through effective concussion educational initiatives. The purpose of this study is to investigate the effect of an online concussion education program, &quot;Concussion in Sports,&quot; on the knowledge retention among high school football coaches over a 15-week follow-up period. A quasi-experimental repeated measure design was used to measure knowledge retention over time for high school football coaches from two parishes in south Louisiana. The main outcome measure in this study included coaches' knowledge retention in the follow-up period. The assessments consisted of 31 questions divided into three distinct subsections: signs and symptoms recognition, common concussion misconceptions, and scenario-based questions. A 2-tailed paired samples t-test was conducted to test knowledge retention. High school football coaches had significantly lower overall knowledge scores as well as signs and symptoms subsection scores on 15-week follow-up assessments compared to post-course assessments, but the participants did not have significantly lower misconception or scenario subsection scores. This study provides some foundational support that knowledge was not retained in high school football coaches in south Louisiana. This study confirms the need to continue to assess long-term outcomes to assure knowledge retention in high school football coaches after online concussion education.
Strategies and Tools Used for Learner-Centered Instruction
Author: An, Yunjo
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Centered Learning,Teaching Methods,Teacher Attitudes,Barriers,Educational Technology,Technology Uses in Education,Teacher Student Relationship,Individualized Instruction,Authentic Learning,Cooperative Learning,Time,Access to Computers,Knowledge Level,Standardized Tests,Elementary School Teachers,Secondary School Teachers,Educational Environment,Student Needs,Goal Orientation,Reflection,Self Evaluation (Individuals),Self Management

Learner-centered education has the potential to meet the needs of individual students and better prepare them for a rapidly changing global world. However, it can be a challenging task to implement learner-centered education in the current education system which was designed for sorting rather than learning. Although an increasing number of research studies report that teachers have positive attitudes toward learner-centered education, there is a paucity of research that has examined teachers' learner-centered practice. To address this gap, this study examined the strategies and tools used by 125 teachers to create learner-centered classrooms using an online survey. Further, the study explored the barriers they faced when using technology to facilitate learner-centered instruction. The strategies and tools used for learner-centered instruction are reported in six major categories: (1) getting to know individual students, (2) building a positive and supportive culture, (3) providing personalized learning experiences, (4) providing authentic learning experiences, (5) facilitating collaborative learning, and (6) facilitating self-regulated learning. The major barriers to using technology to support learner-centered pedagogy included lack of time, lack of technology, lack of knowledge of learner-centered instruction, and standardized tests.
Examining Internet Addiction Levels of High School Last-Grade Students
Author: Çinar, Mustafa
Date: 2020-05-00
Type: Journal Articles
Subjects: Addictive Behavior,High School Seniors,Internet,Gender Differences,Family Income,Socioeconomic Status,Foreign Countries,Symptoms (Individual Disorders),Social Isolation,Self Control

Technological developments in the 21st century have enabled the emergence of tools that enable mass communication. This communication environment has brought about a continuing passion for technology in individuals and, with this passion, a communication pollution and addiction have begun to emerge. In this study, Internet addiction of high school last-grade students studying in Yesilyurt district of Malatya city was analyzed and investigated according to gender and family monthly income. The population of the study consisted of 3442 last-grade students studying in 37 public high schools located in Yesilyurt district of Malatya city in 2016 to 2017 academic year. The sample of the study was composed of 606 last-grade students from 17 high schools randomly selected from the schools in the population. The study model was the survey model. In the study, &quot;Internet Addiction Scale&quot; developed by Günüç (2009) was used to determine the Internet addiction levels of the students. This scale is composed of &quot;withdrawal&quot;, &quot;controlling difficulty&quot;, &quot;disorder in functionality&quot;, and &quot;social isolation&quot; subscales. In the analysis of the data, arithmetic mean (x) frequency (f), standard deviation (sd), k-mean set method, t-test and one-way ANOVA test were used. When these results were taken into consideration, it was observed that majority of the students in the sample were in the non-addicted group (43.3%). A significant difference was determined between gender and Internet addiction mean scores of the students. On the other hand, no significant difference was found between family monthly income and the internet addiction mean scores of the students.
Developing Indicators of Creative and Productive Leadership for Basic Education School Administrators
Author: Aiemsri, La-ait
Date: 2020-05-00
Type: Journal Articles
Subjects: Administrators,Principals,Teachers,Leadership Qualities,Administrator Qualifications,Creativity,Productivity,Educational Administration,Elementary Secondary Education,Adjustment (to Environment),Participative Decision Making,Administrator Role

This research was conducted to develop indicators and test the congruence of structural relationship model and the indicator concurrent validity of creative and productive leadership for basic education school administrators. The first phase was creation of framework and outlining factors as well as indicators by focus group discussion with 9 experts selected by purposive sampling. The second phase was creation and developing indicator. A sample of 630 people was selected by multistage sampling composed of educational administrators, school administrators, and teachers in schools under the Office of the Basic Education and the same sample of 802 people in the third phase. The third phase was congruence examination of structural relationship model of indicators with empirical data. The fourth phase involves checking concurrent validity of indicators with known-group. A sample of 139 people was implemented comprising administrators. Research instrument were focus group discussion and questionnaire. A software package was used in statistical analysis. The results showed that: Indicators of creative and productive leadership for basic education school administrators consisted with 46 indicators of 5 main factors in descending order: Production (PRO) (ß = 0.991), participation (PAR) (ß = 0.981), adaptation (ADA) (ß = 0.933), creation (CRE) (ß = 0.894), and discretion (DIS) (ß = 0.677). The model fit to empirical data: Chi-Square (X[superscript]) = 871.021, df = 859, p-value = 0.3803, CFI = 1.000, TLI = 1.000, RMSEA = 0.004, SRMR = 0.017, and X[superscript]/df = 1.014 and all indicators had concurrent validity showing the level of statistical significance of 0.01.
Is Shadow Education the Driver of East Asia&apos;s High Performance on Comparative Learning Assessments?
Author: Rappleye, Jeremy
Date: 2020-04-20
Type: Journal Articles
Subjects: Foreign Countries,Asians,Correlation,High Achievement,Academic Achievement,Test Preparation,Achievement Tests,Elementary Secondary Education,Mathematics Tests,International Assessment,Science Achievement,Mathematics Achievement,Science Tests,Achievement Gap,Stereotypes,Attendance,Regional Characteristics,Differences,Private Education,Tutoring,Educational Research

East Asian students consistently top comparative assessments of academic achievement. Yet, rather than attempting to develop more sophisticated understandings of this difference, the most common reaction is to attribute East Asian performance to longer study hours and/or the attendance at schools focused on academic skill enhancement and test preparation (i.e., juku). Herein we seek to contribute to a richer debate both by presenting new data and findings in relation to Japan, and by highlighting new analytical strategies to understand the relationship between East Asian performance and shadow education. Specifically, we highlight that comparatively high levels of achievement among Japanese students were apparent even at the level of fourth graders, even though juku attendance was low prior to this stage. This suggests that juku attendance is not the primary factor for the high academic achievement of Japanese students. The wider significance of these findings lies in countering both common portrayals of East Asian success and factually inaccurate information disseminated by organizations such as the OECD. In so doing, researchers are in better position to elaborate new, more sophisticated theories that explain East Asia's consistently world-leading academic achievement.
Reframing Citizenship Education: The Shifting Portrayal of Citizenship in Curriculum Policy in the Province of Ontario, 1999-2018
Author: Butler, Jesse K.
Date: 2020-05-18
Type: Journal Articles
Subjects: Foreign Countries,Citizenship Education,Educational Policy,Secondary School Curriculum,Politics of Education,State Policy,Educational History

State-mandated curriculum policy documents have an important political function. Governments use them to make ideological statements about the role of schools and how the next generation of citizens are to be shaped. Beginning from this premise, we use a frame analysis methodology to examine how citizenship in the Province of Ontario, Canada is framed in four consecutive versions of the curriculum policy documents that prescribe citizenship education for secondary schools. Our analysis spans 20 years, during which two political parties -- one conservative, the other liberal -- held power. Our inductive analysis is presented using a typology of citizenship with five dimensions: political, public, cultural, juridical, and economic. We illustrate consistency across the decades, including a preoccupation with: (1) external and internal threats to the stability and unity of Canada (political); (2) fostering nationalistic identification (political); (3) developing transferrable skills for the globalized economy (economic); (4) establishing a pre-set role for the individual citizen, characterized by legal and ethical obligations (juridical). We reveal a gradual de-emphasis of opportunities for citizens to actively participate in reshaping their communities and society (public, cultural). This shift in the political and ideological meaning of citizenship conceives citizens as isolated individuals in a reified state and society.
The Effect of Differential Learning Method on the International Tennis Number Level among Young Tennis Player Candidates
Author: Yildirim, Yahya
Date: 2020-05-00
Type: Journal Articles
Subjects: Racquet Sports,Physical Education,Retention (Psychology),High School Students,Adolescents,Foreign Countries,Training Methods,Student Athletes,Pretests Posttests,Program Effectiveness,Motion

The objective of the study is to assess the effects of Differential Learning (DL) approach on learning the tennis stroke techniques, retention of skills, and improving the mobility time of young tennis player candidates in comparison with the traditional teaching methods and, accordingly, to present the teaching methods that are suitable for a more effective development in tennis education. It is thought to be one of few studies on tennis education and determining the retention, although there are studies on DL. Twenty-four (12 girls-12 boys) volunteers doing high school-level tennis courses in Istanbul province were involved in this study (15.00±0.00 years, 1.65±0.06 m, 63.46±10.64 kg and body mass index 23.26±2.91 kg/m[superscript 2]). One of the groups was named DL group, whereas the other group was named control group (6 girls and 6 boys in each). In both groups, 90-min trainings (three days/week) were performed for 10 weeks. In the present study, the International Tennis Number (ITN) test was used in determining the ITN scores and mobility times. The mobility test of ITN was modified using the Fitlight Trainer™ device according to the expert opinion. According to the results of the study, it was determined that, while the DL method is more effective than traditional training methods in learning tennis strokes and retention of learning, no statistically significant difference was observed in mobility time for both groups.
Separating Families, Recuperating the &quot;Nation-as-Family&quot;: Migrant Youth and the Cultural Politics of Shame
Author: Chang, Ethan
Date: 2020-05-25
Type: Journal Articles
Subjects: Migrant Children,Undocumented Immigrants,Public Policy,Presidents,Social Bias,Policy Analysis,Family (Sociological Unit),Policy Formation,Mass Media Effects,Social Justice,Psychological Patterns,Activism

This study investigates the intersections of policy, affect, and the lives of migrant youth. We approach the Trump Administration's contingent reversal of a &quot;zero tolerance&quot; family separation policy as an illustrative case for understanding how affect mediates policy-making processes. Combining Critical Policy Analysis (CPA) and affect studies, we analyze 184 print media texts between the declaration of zero tolerance (May 2018) and President Trump's repeal of his executive order (June 2018). We argue that mainstream media invited publics to sympathize with migrant youth and shame zero tolerance policy and its defenders. While shame catalyzed nationwide #KeepFamiliesTogether protests, it also animated political actions that recuperated &quot;America&quot; as a tolerant nation (e.g., &quot;Love, not hate, makes America great&quot;). In doing so, shame suppressed structural critiques of U.S. state violence toward migrant as well as Black, Indigenous, and minoritized families and youth. We conclude by discussing how a &quot;pedagogy of discomfort&quot; offers one way to build toward more historically responsive and intersectional coalitions for migrant and education justice.
Adaptation of Quantitative Measurement Tools to Quantitative Measurement of Possibility
Author: Yilmaz, Ismail
Date: 2020-05-00
Type: Journal Articles
Subjects: Correlation,Statistical Analysis,Qualitative Research,Classification,Measurement Techniques

When correlation between variables is not explicit, data can be collected by adapting the quantitative measurement tools in use for quantitative measurement of possibility, a nonlinear measurement. This adaptation is possible because measurement data can be evaluated more qualitatively using parameters for possibility. These can be defined as regular-symmetric, irregular-symmetric, symmetric with regard to situation at which the distribution begins, event-based symmetric, symmetrical-contiguous, and of symmetrical discrimination, all available using possibility measurement tools. Without modifying the structure of conventional quantitative measurement tools, their pre-measurement adaptation can be carried out, making quantitative possibility measurement tools. This is made possible by converting scale values and scale options of each measurement tool to situation numbers and event numbers. Post-measurement adaptation can be carried out by converting the value measured to a symmetrical situation number. In this study, adaptation techniques and principles will be provided, for conventional quantitative measurement tools which will be classified according to their scale indicators and then used for quantitative measurements of possibility.
Context-Specific Inclusive Education: A Local Perspective on the Enterprise
Author: Mphahlele, Leuba
Date: 2020-05-00
Type: Journal Articles
Subjects: Inclusion,Regular and Special Education Relationship,Environmental Influences,Teacher Attitudes,Administrator Attitudes,Principals,Foreign Countries,Social Influences,Educational Facilities,Accessibility (for Disabled),Knowledge Level,Administrator Role,Teacher Role,Intervention,Psychologists,Attitudes,Secondary Schools

Inclusive education is moulded by local factors. A qualitative case study was used to explore professionals' perceptions of inclusive education (IE) practice in local schools along with interventions for a support model in the schools. Observations, focus group interviews and individual interviews were used to collect data from teachers, school principals, curriculum advisors and psychologists in Capricorn South District of Limpopo Province. Data analysis revealed five themes in terms of factors impacting on IE practice in the local schools and proposed actions to address the factors. The themes were discussed and recommendations were made for a sustainable support model in the local schools.
Can Plagiarism Detected by Software Be Prevented through Education? An Experimental Study with Preschool Teacher Candidates
Author: Ersan, Ceyhun
Date: 2020-00-00
Type: Journal Articles
Subjects: Plagiarism,Prevention,Preservice Teachers,Homework,Ethics,Pretests Posttests,Assignments,Preschool Teachers,Teacher Education Programs,Computer Software,Writing (Composition),Foreign Countries,Citations (References),Research Training,Teaching Methods

In this study, the effect of science and research ethics course on preschool teacher candidates' possible plagiarism behaviors was examined. Fifteen teacher candidates were asked to prepare a written assignment (pre-test) before the start of the course. Similarly, a second written assignment (post-test) was taken at the end of the course which took approximately 12 weeks. Both assignments received from teacher candidates were evaluated in two similarity/plagiarism software programs and the similarity rates of each student's homework were calculated as a percentage. The Wilcoxon Signed Ranks Test was used to test whether there was a significant difference between these percentage scores in terms of pre-test and post-test. In addition, teacher candidates' pre-test and post-test assignments were subjected to document analysis in the context of the matches determined by similarity/plagiarism software programs. According to the findings of the study, it was seen that science and research ethics course could have an effect on possible plagiarism behaviors of teacher candidates. The findings of the study were discussed regarding similarity/plagiarism software programs, course period and literature. Suggestions were made to help teacher candidates and to those who are concerned about avoiding unethical practices.
A Virtual Bridge to Cultural Access: Culturally Relevant Virtual Reality and Its Impact on Science Students
Author: Brown, Bryan A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Culturally Relevant Education,Elementary School Students,Science Instruction,Cultural Relevance,Computer Simulation,Student Attitudes,Lesson Plans,Energy,Course Content,Social Justice,Computer Assisted Instruction,Environment,Video Technology,Computer Software,Health,Economic Factors,Food

This mixed-methods study examines the implications of using the tenets of culturally relevant pedagogy (CRP) to design an elementary science lesson grounded in four virtual reality (VR) videos. Given the need for additional understandings of how elementary science educators can infuse cultural relevance alongside content development, this study illuminates how designing for CRP can utilize VR as a pedagogical platform to bridge science instruction and students' lived experiences. Using pre- and post-attitudinal surveys (n=145) and post interviews (n=48), we examined students' perceptions of a single virtual reality lesson about energy and food chains. The data suggest that learning through a CRP-based VR design (CRP-VR) enhanced students? perception of the connection between the science content and its socio-political application to social justice issues. Implications highlight the potential of leveraging VR technology as a means to provide science instruction that explicitly affords students the opportunity to connect content learning and social action.
A Statistical Analysis of Diversity in the Prinz Awards
Author: Dubroc, Anita M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Statistical Analysis,Awards,Library Associations,Adolescent Literature,Diversity,Sex,Race,Identification (Psychology),Culturally Relevant Education,Disproportionate Representation

This quantitative study investigates the diversity of the American Library Association's Michael L. Printz Award which is given for outstanding young adult literature titles. The award's website notes that it strives for diversity amongst the award winning or honored titles. This study uses quantitative analysis to determine if the committee's statement is valid along two categories: narrator's gender and narrator's ethnicity/race which served as the variables for the study. The study examined 91 book titles including the 18 award winning books and the 73 honorary titles in order to gain a broader understanding of the gender and racial/ethnic identities of the titles' narrators. Research was conducted using several book-centered websites to determine narrator's identities. The study includes implications for further research for youth literary awards committees, teachers and other educational stakeholders, with several organizations challenging the young adult literary world to diversify its titles, as well as recommendations for future researchers.