ethanporcaro/eric-fulltext-meta huggingface dataset:
Interleaving in Math: A Research-Based Strategy to Boost Learning
Author: Agarwal, Pooja K.
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Concept Teaching,Mathematical Concepts,Evidence Based Practice,Instructional Effectiveness,Elementary School Mathematics,Learning Strategies,Problem Solving,Word Problems (Mathematics),Discrimination Learning

One of the most fundamental strategies in mathematics instruction is practice problems because teachers know that practicing a skill improves performance. At the same time, teachers also know that just because students can correctly answer practice problems does not mean they fully understand the concept or how to apply a formula--especially not in the long term. Because students understand a key concept in seventh grade does not guarantee they will understand or remember the same concept in eighth grade. So the question is this: How can math teachers ensure that students are learning math and improving their skills, both in the short term and the long term? As described in the book &quot;Powerful Teaching: Unleash the Science of Learning,&quot; research by cognitive scientists demonstrates that interleaving, or the simple strategy of mixing up concepts to be learned, can increase (and even double) math learning. The authors describe how to implement this strategy quickly and effectively in the classroom.
Students with Interrupted Formal Education: Understanding Who They Are
Author: Custodio, Brenda
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Characteristics,English Language Learners,Refugees,Immigrants,Literacy,Student Needs,At Risk Students,Dropout Rate,Identification,Psychological Needs,Latin Americans,Foreign Countries,Adolescents,Children,Educational Background

Students with interrupted formal education (SIFE) are a relatively small proportion of recently arrived English language learners (ELLs), probably somewhere between 10 and 20 percent. However, these students often represent the most challenging of the ELLs because of their limited first-language literacy skills, frequent gaps in academic knowledge and skills, and, sometimes, critical social and emotional needs. Also, many tend to arrive unaccompanied as teenagers, making their need to catch up academically even more urgent. Students with interrupted education need specialized programming and assistance, above and beyond what is normally provided to ELLs. This belief is supported in a recent statement from World-class Instructional Design and Assessment &quot;WIDA&quot; (a consortium of 40 states whose education departments have joined together to develop English proficiency standards and assessments) about SIFE: &quot;Students with this background often need their emotional, psychological, and physiological needs to be met before they are able to engage fully in the educational setting.&quot; Once these needs are met, schools must help students build literacy skills in their home language and English, fill in the gaps in content knowledge, and support their social and emotional needs. This article explains who these students are, where they are coming from, and the specific characteristics SIFE students have in common. It also provides a list of supports recommended by the Council of Chief State School Officers for secondary school newcomers (including those with interrupted education).
Language Policy and Conflict as Learning Barriers: The Plight of Linguistic Minority Schoolchildren in Darfur, Sudan
Author: Mugaddam, Abdelrahim Hamid
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Planning,Conflict,Barriers,Language Minorities,Elementary School Students,Grade 2,Academic Achievement,Underachievement,Learning Problems,Refugees,Educationally Disadvantaged,Monolingualism,Language of Instruction,Native Language,Culturally Relevant Education,Semitic Languages,Preferences,Multilingualism,Government Role,Acculturation

This paper investigates learning difficulties of the linguistic minority schoolchildren (LMS) in Darfur, Sudan, in the contexts of the current conflict and the official monolingual policy. Employing quantitative and qualitative data gathering tools, we examined how the LMS at the internally displaced persons (IDPs) camps were educationally disadvantaged due to their low proficiency in Arabic, curricula developed insensitively to their identities and cultures, and how parents and teachers perceived of teaching the children in Arabic as the sole medium of instruction. The study concluded that monolingualism in education resulted in the underachievement of the IDPs schoolchildren; the vast majority of the parents and a great number of teachers believed the children could have achieved better had the teachers used, besides Arabic, native languages in teaching; and that learning of the children could be improved if their ethnic identities and cultures were integrated in curricula. Preferences of teaching the children in Arabic among the parents were primarily attributed to the current conflict, which gave rise to the revitalisation of native languages in Darfur. The teachers' preferences thereof, however, differed -- crudely traceable between one group of monolingual supporters whose perceptions were informed by their internalised state ideology of Arabicisation and another group of multilingual proponents whose viewpoints were derived from the trendy approaches favouring multilingualism in education. The findings also suggested that the government deliberately distanced itself from taking remedial interventions to mitigate the underachievement of the children with the expectation the displacement would expedite their linguistic and cultural assimilation, which have not only rendered them the most linguistically disenfranchised children in Sudan, but created the most profound de facto government language policy of its kind as well.
Cyberbullying among Normal and Attention Deficit Hyperactivity Disorder University Students (A Psychometric-Clinical Study)
Author: Abdelrazek, Mohamed M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Attention Deficit Hyperactivity Disorder,College Students,Psychometrics,Foreign Countries,Students with Disabilities,Measures (Individuals),Incidence,Social Media,Victims,Gender Differences,Psychological Patterns,Attribution Theory

The present study aimed to investigate cyberbullying among normal and attention deficit hyperactivity disorder (ADHD) university students based on some variables. Its population comprised (1312) students at Saudi universities and disability centers and covered a sample of (148) normal and ADHD students encountering cyberbullying. Two clinical case studies were conducted. The study adopted the descriptive and analytical method, as well as the clinical approach. It utilized the cyberbullying scale, interview form, and Thematic Apperception Test. Results revealed the proliferation of some cyberbullying types among normal and ADHD university students. The cultural nature of the community affected the type of cyberbullying. Furthermore, there were differences in cyberbullying between normal and ADHD university students in favor of the ADHD students and between males and females, favoring the males. Such differences were caused by psychological and cultural variables.
Psychometric Analysis of Economics Achievement Test Using Item Response Theory
Author: Ezechukwu, Roseline Ifeoma
Date: 2020-00-00
Type: Journal Articles
Subjects: Economics Education,Economics,Achievement Tests,Psychometrics,Item Response Theory,Secondary School Students,Multiple Choice Tests,Test Validity,Test Reliability,Test Items,Difficulty Level,Foreign Countries

This study determined the psychometric properties of the Economics Achievement Test (EAT) using Item Response Theory (IRT). Two popular IRT models namely, one-parameter logistics (1PL) and two-parameter logistics (2PL) models were utilized. The researcher adopted instrumentation research design. Four research questions and two hypotheses were formulated to guide the study. The population size is five thousand, three hundred and sixty-two (5,362) from thirty-seven (37) schools. The sample for the study was 1,180 senior secondary school students (SSS3) drawn using multi-stage sampling procedure. The 1,180 students were stratified according to gender which resulted to 885 females and 295 males. The instrument for the study consisted of 50 multiple-choice test items on the economics achievement test, developed by the researchers. Reliability and validity for each item and for the whole test were established according to the one-parameter and two-parameter logistic models. Research question one was answered using 1PLM, while research questions two and three were answered using 2PLM IRT model. Hypothesis one was tested using t-test analysis of difference between the difficulty parameters estimated using 1PLM and 2PLM while hypothesis two was tested using Chi-square. The finding of the study revealed significant difference between the item difficulties estimated using 1PLM and 2PLM. Also the observed scores of the testees on the test items fit the 1PL 2PL models.
Body in Drama Class: The Role of Body in Learning
Author: Köksal, Necla
Date: 2020-00-00
Type: Journal Articles
Subjects: Human Body,Drama,Learning Processes,Preservice Teachers,Student Attitudes,Phenomenology,Foreign Countries,Attitude Change,Outcomes of Education,English Departments,Counselor Training

The aim of this study is to examine the perceptions of preservice teachers about the body in drama classes and to identify the views of preservice teachers about the role of the body on learning. As a phenomenological study, the participants consisted of 20 preservice teachers attending the English Language Teaching Department and Psychological Guidance and Counselling Department at the Faculty of Education at Pamukkale University. The data was collected via semi-structured interview form. According to the content analysis, the views of preservice teachers on the body in drama classes were categorized as a theme named &quot;body and learning in drama class&quot;. Two sub-themes were identified under the main theme as the impending and supportive factors for learning. As a result, preservice teachers indicated that after the drama experiences their perceptions of the body has changed, they interpreted the relation of body and mind in a different way in the learning process, and comprehend the role of the body on learning better.
Evaluation of Numeracy Skills of Adults According to the Results of PIAAC 2015 in Turkey
Author: Atasoy, Ramazan
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Numeracy,Mathematics Skills,Adults,Educational Attainment,Parent Background,Income,Books,Computer Use,Predictor Variables,Gender Differences,Scores

In this research, it is aimed to put forward the variables that predict the numeracy skills in PIAAC of Turkey, to reveal the relationship between the numeracy skills with educational level, education level of parents, number of books in the household, and annual income. It is also aimed to evaluate the quality of educational outcomes of the Turkish National Education System (TNES). The research is designed in a descriptive-analytical method. The sampling of the study is 5199 households. Mean, t-test, correlation, and CHAID analysis were used in the analysis. In the study, the performance of the numeracy skills of adults in Turkey was found to be very low and, it was emphasized the quality problems of TNES have remained. Moreover, the most powerful predictor of numeracy skills is educational level. There is also a significant relationship between numeracy scores with education level, education level of parents, income, number of books, and computer use. It is expected to provide a new perspective to the policymakers and researchers in education about the appearance of the TNES. [This article was presented as a declaration on &quot;12th. International Education Management Congress&quot;.]
USDA Agricultural Checkoff Programs&apos; YouTube Presence and Video Quality
Author: Holt-Day, Jenna
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Agencies,Social Media,Video Technology,Federal Programs,Agriculture,Marketing,Research and Development

YouTube has existed since 2005. Since that time, many marketing professionals have used the site to combine sight, sound, motion, and emotion to appeal to a target audience. USDA-regulated and producer-funded agricultural research and promotion, or checkoff programs, are no different, and many have used YouTube's platform to reach consumers. This study analyzed the USDA-overseen commodity checkoff programs' YouTube presence for views, subscribers, mean length, and number of posted videos. Researchers also analyzed the overall quality of videos, visual frames of the most popular videos, and the quality of the group's YouTube homepage.The YouTube pages were mostly consistent with the brand and categorized videos into playlists, or frames, with recipe videos being the most common. The most watched video had more than nine million views. In many instances, high quality garnered higher viewership, but not always. Content targeted at the audience brought lots of views, more so than quality. Videos that were approximately one minute in length, in general, were viewed more often than longer videos.
Exploring Motivational Strategies, Outcomes, and Theories within the Career Development Event Preparation Process
Author: Bowling, Amanda M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Motivation Techniques,Agricultural Education,Competition,Learner Engagement,Theories,Self Determination,Goal Orientation,High School Teachers,Outcomes of Education,High School Students

Due to the competitive nature of Career Development Events (CDEs), teachers must utilize various instructional and motivational strategies to engage students and encourage student participation. This qualitative intrinsic case study analyzed the motivational practices of a previously successful agriculture education teacher to determine the motivational strategies and the underlining motivational theories utilized during the CDE preparation process. Researchers conducted field observations and interviews during CDE practices. The teacher employed numerous motivational strategies to improve the motivation and preparation of the CDE teams. The teacher's motivational strategies can be aligned to the theories of self-determination theory (SDT), expectancy-value theory (EVT), goal setting, and mastery goal orientation. Through this analysis, the researchers developed a visual model to align the progress of motivation and preparation, theories, related strategies, and subsequent student outcomes. Teachers should use the findings to reflect on their current CDE motivational practices, determine how their strategies align with the visual model and develop a set of motivational strategies to achieve the desired student outcomes within the CDE preparation process. More research should be conducted to better understand the use of motivational strategies and theories within the CDE preparation process.
Women&apos;s Perceptions of Food Production Labeling: A Q Methodology Study
Author: Murray, Susan
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Attitudes,Merchandise Information,Food,Consumer Economics,Decision Making,Risk Assessment

Consumers' perceptions of the terminology used on food production labels may lead to a perceived risk, which influences their grocery shopping decisions. Risk perception is the consumers' belief that he or she may be exposed to something that is harmful or uncertain. Women are more aware of food labels due to their perceived risk associated with health and the environment. This study used Q methodology to describe a variety of viewpoints related to women's grocery shopping decisions. Using a Q set of 36 statements, 18 women sorted based on the condition of instruction, &quot;How do you make food decisions?&quot; Factor scores, field notes, and post-sort interviews were used to interpret the arrays as the Frugal Shopper, the Price Conscious Shopper, and the Engaged Shopper. The Frugal Shopper was interpreted to be an economical shopper with little concern for food production methods. The Price Conscious Shopper is concerned for the effect on various production methods, but price is the main priority. The Engaged Shopper is willing to pay higher prices to have more choices when grocery shopping. Improved communication and a deeper understanding of consumers' perceptions of food labels may help decrease the perceived risk associated with various food production methods.
Influencing Factors on the Pursuit of Graduate Degrees in Agricultural Social Sciences
Author: Shellhouse, Jarred A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Graduate Students,Social Sciences,College Choice,Influences,Graduate Study,Doctoral Students,Doctoral Programs,Masters Programs

This study examined the motivating factors that influenced prospective graduate students' choice in pursuing an advanced degree and choosing an institution at which to study. This article articulates the qualitative piece of a larger study which sought to understand these reasons and why they were important. Interviews from 15 current graduate students at two land-grant universities were coded and thematically analyzed according to phenomenological reduction procedures. Results of the study indicate that prospective graduate students highly weigh (1) funding opportunities, (2) external factors such as career advancement or higher pay, (3) personal growth and learning opportunities, and (4) perceived flexibility within their program when applying for graduate programs in areas of agricultural education, agricultural communication, extension education or agricultural leadership development. Finally, doctoral students felt the opportunity to conduct research was also an important factor, although most master's degree students disagreed. Future recommendations for research included identifying differences in motivations for students of different demographics and more deeply exploring students' understanding of possible funding opportunities and processes.
Diverse Classrooms: Social Justice, Equity, and Diversity Competencies for Teacher Candidates
Author: Ankomah, William S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Diversity,Social Justice,Equal Education,Multicultural Education,Teacher Role,Change Agents,Courses,Educational Benefits

This study explored social justice education literature to argue for greater emphasis on equity and diversity courses in teacher education. Global migration has changed the demographics of Western schools, which more than ever are racially, sexually, and culturally diverse, requiring well-prepared teacher candidates who can support their future students' diverse needs. The author argues that teacher candidates exposed to in-depth social justice, equity, and diversity courses will develop competencies to help them better understand and apply the concepts of social justice, equity, and diversity. Also, teacher candidates will better understand students' academic progress, the teacher's role as an agent of change in the classroom, and students' heightened awareness of power, privilege, and oppression.
The Role of Universities of Georgia in Providing Continuing Education Courses of Local Self-Government Public Servants
Author: Kordzadze, Maka
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Universities,College Role,Continuing Education,Local Government,Government Employees,Public Agencies,Standards,Lifelong Learning,Partnerships in Education

The present-day rate of development of the society and technologies in any sphere requires from the employee constant raising of qualification and gaining new knowledge and skills--continuous professional development. Life-long learning, continuing education is equally important compared with initial degree education. This leads to the necessity of ensuring continuing education in especially significant areas for the country in which the country's leading universities have to be actively involved. Provision of continuing education for local self-government public servants in recent years in the context of the self-government reform gained special actuality in Georgia. The aim of the article is to underline the significant role of universities of Georgia in developing and providing continuing education courses to public servants of local self-government and identifying those measures which will promote active involvement of universities in this process.
Undergraduate Students&apos; Perceptions of Team-Based Learning during an Introductory Agricultural Mechanics Course: A Mixed Methods Study
Author: Figland, Whitney L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Attitudes,Cooperative Learning,Agricultural Education,Agricultural Machinery,Active Learning,Formative Evaluation

In higher education classrooms, teacher-centered instruction remains the dominant learning approach. However, as calls have increased for university graduates to demonstrate the ability to solve complex problems, active learning strategies such as flipped classrooms and team-based learning (TBL), have emerged as popular approaches to ensure students possess such skills. The purpose of this mixed methods study was to investigate students' perceptions of TBL in a flipped introductory to agricultural mechanics course. After data collection, the quantitative and qualitative strands were analyzed independently, compared, and then merged to draw meta-inferences. Quantitative findings suggested that students exhibited an overwhelmingly positive view of TBL. Due to the complexity of the qualitative findings, however, they were assigned priority. To understand the intricacies of students' perspectives, we narrated the emergent themes through Brunswick's three zones of judgment: (1) acceptance, (b) non-commitment, and (c) rejection. As a result, we noted more diversity in students' perspectives. However, they remained satisfied with the course overall. Moving forward, we offer recommendations for future research, theory building, and practice in regard to TBL's use.
Civic Engagement, Autonomy, and Reflection: Factors Influencing Youth&apos;s Self-Perceived Civic Responsibility
Author: Bird, William A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Citizen Participation,Personal Autonomy,Reflection,Citizenship Responsibility,Agricultural Education,Student Attitudes,Student Organizations,Youth Programs,Citizenship Education

This study's purpose was to determine the influence of involvement level, autonomy, and reflection during FFA civic engagement activities on students' self-perceived civic responsibility levels. The study utilized a quasi-experimental, non-equivalent comparison group design. The treatment consisted of two groups: an experimental reflection group and a control group. Four school-based agriculture programs agreed to participate, providing a time and place sample of 282 respondents. Simultaneous multiple linear regression models explained significant variance in students' levels of self-perceived civic responsibility scores using a linear combination of involvement level, autonomy, and structured, guided reflection. Data analysis revealed positive, statistically significant relationships between the autonomy and reflection variables and youths' perceived levels of civic responsibility. These findings can inform educator practices for designing FFA civic engagement programming.