ethanporcaro/eric-fulltext-meta huggingface dataset:
Testing the KAPS Model of Reading Comprehension in a Turkish Elementary School Context from Low Socioeconomic Background
Author: Yildirim, Kasim
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Turkish,Reading Comprehension,Models,Reading Fluency,Reading Strategies,Grade 4,Prior Learning

This correlational study aimed to explore the relations of background knowledge, automaticity (rate), prosody, and strategy use with reading comprehension (KAPS model of reading comprehension) in the written Turkish language context with 207 fourth grade students. Successful comprehension requires readers to make meaning out of what they read. Our KAPS model of reading comprehension hypothesizes relations of background knowledge, fluency components (rate and prosody), and strategy use with reading comprehension components (literal and deep) in the Turkish language and addresses the direct effects of these predictors on the reading comprehension of fourth grade students. The results showed that, whereas fluency and strategy use made statistically significant contributions to reading comprehension, background knowledge did not. Based on the results, the study affirms the importance of automaticity in word recognition, prosody, and comprehension strategies in contributing to reading comprehension in Turkish and, as such, should be given priority for literacy instruction in Turkish.
&quot;Helping Nemo!&quot;--Using Augmented Reality and Alternate Reality Games in the Context of Universal Design for Learning
Author: Stylianidou, Nayia
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Games,Access to Education,Computer Simulation,Intervention,Affordances,Learner Engagement,Student Participation,Elementary School Students,Grade 2,Foreign Countries,Formative Evaluation,Game Based Learning,Inclusion,Instructional Effectiveness,Student Diversity

This article reports on the main experiences gained from a teaching intervention which utilised the alternate reality game 'Helping Nemo' in an augmented reality environment for formative assessment. The purpose of the study was to explore the ways in which the affordances arising from the combination of alternate reality games and augmented reality, situated in the context of Universal Design for Learning, might facilitate students' learning amongst the aspects of engagement, participation, and response to students' variability. The study took place in a public primary school located in a rural area of Cyprus. A second-grade class consisting of 24 students aged 7-8 years old was selected to comprise the sample. A qualitative research approach was adopted. The data collection methods included classroom observations and focus groups with the students. Findings gained from the teaching intervention suggest that the creation of a multimodal environment that draws on the principles of Universal Design for Learning and combines the affordances of alternate reality games and augmented reality for formative assessment contributes towards higher levels of engagement and participation in learning of all students, including bilingual students, students with learning disabilities, and students who are currently disengaged.
Applications of Network Science to Education Research: Quantifying Knowledge and the Development of Expertise through Network Analysis
Author: Siew, Cynthia S. Q.
Date: 2020-00-00
Type: Journal Articles
Subjects: Expertise,Network Analysis,Cognitive Psychology,Concept Formation,Instructional Design,Cognitive Processes,Teaching Methods,Measurement,Knowledge Level,Educational Research

A fundamental goal of education is to inspire and instill deep, meaningful, and long-lasting conceptual change within the knowledge landscapes of students. This commentary posits that the tools of network science could be useful in helping educators achieve this goal in two ways. First, methods from cognitive psychology and network science could be helpful in quantifying and analyzing the structure of students' knowledge of a given discipline as a knowledge network of interconnected concepts. Second, network science methods could be relevant for investigating the developmental trajectories of knowledge structures by quantifying structural change in knowledge networks, and potentially inform instructional design in order to optimize the acquisition of meaningful knowledge as the student progresses from being a novice to an expert in the subject. This commentary provides a brief introduction to common network science measures and suggests how they might be relevant for shedding light on the cognitive processes that underlie learning and retrieval, and discusses ways in which generative network growth models could inform pedagogical strategies to enable meaningful long-term conceptual change and knowledge development among students.
Development of Eighth Grade Students&apos; Epistemological Beliefs through Writing-to-Learn Activities
Author: Atasoy, Sengül
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 8,Student Attitudes,Foreign Countries,Secondary School Students,Science Instruction,Learning Activities,Teaching Methods,Writing Assignments,Epistemology,Beliefs,Pretests Posttests

The aim of the present study was to develop the epistemological beliefs of eighth grade students through writing-to-learn (WTL) activities. A one-group pretest-posttest quasi-experimental research design was utilized in the study. The sample group consisted of a total of 18 eighth grade students, attending a secondary school in the rural part of Trabzon in Turkey. To improve the epistemological beliefs of students, WTL activities were developed and utilized in the &quot;Matter and its Structure&quot; unit of the science subject. Each WTL activity focused on one dimension of epistemology, such as source of knowledge, organization of knowledge, certainty of knowledge, speed of learning, and learning control. The WTL activities in the study were conducted throughout a total of 24 lessons. Semi-structured interviews were employed to collect data. Beliefs regarding each dimension of epistemology were identified to be at the level of absolutist, multiplist or evaluatist by means of the &quot;Epistemological Belief Levels Rubric&quot;. The findings of the study revealed that the WTL activities increased students' levels of the epistemological beliefs. Hence, students' epistemological beliefs can be developed further by dwelling more on the history of science unit within the subject of science by raising students' awareness.
Teaching Human Rights: Toward a Kingdom of Ends
Author: Al-Daraweesh, Fuad
Date: 2020-00-00
Type: Journal Articles
Subjects: Civil Rights,Human Dignity,Moral Values,Personal Autonomy,Social Justice,Social Cognition,Ethnocentrism

The author argues that the current practices of human rights education produce anti-educational orthodoxies that result from a divorce between human rights and human rights education and human dignity, moral autonomy, and the right to justification.
Analysis of Courses and Teacher Training Programs on Playful Methodology in Andalusia (Spain)
Author: Higueras-Rodríguez, Lina
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Education Programs,Program Effectiveness,Play,Elementary Education,Didacticism,Educational Games,Game Based Learning,Teaching Methods,Teacher Centers,Educational Innovation,Government Role,Student Motivation,Active Learning,Professional Continuing Education

In this study we analyzed the primary teaching and training experiences that observe play as a didactic resource to facilitate learning, highlighting fundamental elements and characteristics. A descriptive analysis of the different programs and contents with respect to playful methodology proposed by the Ministry of Education of Andalusian Government (Spain) is presented. The purpose of this type of descriptive idiographic research is to define, classify, catalogue, or characterize the experiences of innovation and projects on ludic methodology. The results show a total of 217 experiences and programs that deal with the use of playful methodology in the classroom. The results conclude that there are training resources interested and involved in the training of teachers in relation to play as a didactic resource. This type of training is carried out outside the university environment and has the characteristics of permanent training.
We Are All Unschoolers Now
Author: Kesson, Kathleen
Date: 2020-04-00
Type: Journal Articles
Subjects: Home Schooling,Student Centered Learning,Teaching Methods,Student Interests,Individualized Instruction,Educational Environment,Psychological Patterns,Outdoor Education,Play,Story Telling,Cooperation,Inquiry,Oral Reading

Families who unschool, or home school (at least 2 million kids in the US) usually reach this decision after much deliberation, and after weighing innumerable factors: available time and energy, capacity, desire, and finances. Now, overnight there are hundreds of thousands of young people with no school to go to - compulsory unschooling. While some families will manage to cope (those with resources for alternative childcare, those who can work from home, those with good internet access and lots of available books and materials), many more are making painful choices. Kathleen Kesson, who has experience homeschooling her own family, examines the lessons she learned from it: (1) personalize learning; (2) craving structure; (3) boredom; (4) get outside; (5) play; (6) tell stories; (7) do things together; (8) take things apart; (9) read aloud; and (10) value the learning &quot;process&quot; over the &quot;products.&quot;
Pushed out for Missing School: The Role of Social Disparities and School Truancy in Dropping Out
Author: Mireles-Rios, Rebeca
Date: 2020-00-00
Type: Journal Articles
Subjects: Role,Social Differences,Dropouts,Attendance,Truancy,Discipline Policy,Urban Schools,School Districts,High School Students,Health Needs,Psychological Needs,Prevention,Educational Change,Intervention,African American Students,Hispanic American Students,Student Attitudes,Student Needs,Transportation,Teacher Student Relationship,Standardized Tests

Research: The goal of this study is to understand the experiences of Black and Latino former high school students who dropped out, or were pushed out, of a large urban school district in Southern California. Specifically, this paper examines the barriers students faced that contributed to them leaving high school and their journey afterward. Thirty-nine former high school students who &quot;dropped out&quot;, or were pushed out of school, 61.5% males (n = 24) and 38.5% females (n = 15), were interviewed. Findings: The findings indicate the use of punitive truancy control for dealing with health and psychological needs of students, transportation issues, personnel-student relationships, and standardized testing. Examining the experiences of students who have been pushed out of school can help educators and policy makers address some of the inequities within schools. Results: We argue that pushout prevention can be developed by changing truancy and other discipline policies in schools. Implications from this study help us understand how we can better support students before they are pushed out.
Research on Afterschool Programs in Korea: Trends and Outcomes
Author: Bae, Sang Hoon
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Program Effectiveness,Academic Achievement,Tutoring,Enrichment Activities,Educational History,Private Education,Participation

Afterschool programs in Korea have been widespread and even regarded as being institutionalized recently. A clear evidence of this phenomenon is that quite a number of students and parents choose afterschool programs as the alternative to private tutoring. Therefore, this study aims to explore the recent research trends and outcomes on afterschool programs in Korea. The researchers reviewed and analyzed approximately one hundred recent studies on afterschool programs in Korea. One outstanding trend of research on afterschool program is, despite dominance of the studies using personally-collected data, the number of studies by using large-scaled national data has increased since the latter half of the 2000s. In addition, recent studies tend to be substantial in research topics and method; many of recent studies have examined the impact of afterschool participation on academic improvement and the reduction of private tutoring expenditure by using statistical methods. Those studies generally presented positive effects of afterschool participation on students' academic achievement and the reduction of private education expenditure.
Narrowing the Gap? The Role of All-Day Schools in Reducing Educational Inequality in Germany
Author: Fischer, Natalie
Date: 2014-00-00
Type: Journal Articles
Subjects: Extended School Day,Equal Education,Foreign Countries,Achievement Gap,Socioeconomic Status,Secondary Schools,Extracurricular Activities,Low Income Students,Secondary School Students,Parent Attitudes,Academic Achievement,Student Participation,Social Differences

The introduction of all day-schools in Germany was due in part to the results of the Programme for International Student Assessment (PISA) study 2000, which revealed a striking social inequality in the German education system. It was expected that in all-day schools especially &quot;at risk&quot; groups would be supported and thus the gap in achievement based on socioeconomic status (SES) would be narrowed; however, few studies have explored this. In this paper the potential of all-day secondary schools is investigated through analysis of data from a nationwide study on the development of all-day schools (StEG [Studie zur Entwicklung von Ganztagsschulen]). The findings support the idea that all-day schools could help to narrow the gap between low and high SES students in several ways.
Swiss National Report on Research on Extended Education
Author: Schüpbach, Marianne
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,After School Programs,Educational Research,School Schedules,Program Effectiveness,Educational Quality,Geographic Regions,Child Care,Early Childhood Education,Elementary Education,Secondary Education,Program Evaluation,Academic Achievement,Social Development,Emotional Development,Child Development,Cooperation

The purpose of this article is to give an overview of research on extended education in Switzerland and to point out the gaps in the field. In Switzerland official education statistics and research on extended education are still in their infancy. This is directly associated with the fact that extended education has only been widely discussed within the last 10 years and has begun to be implemented within the last five years. Some studies on extended education are available in Switzerland in four areas: (1) data on official education statistics and studies on availability and use of and demand for extended education, (2) evaluations of all-day schools, (3) studies on quality and effectiveness of all-day schools, and (4) studies on collaboration in all-day schools.
Building Zones of Proximal Development with Computer Games in a UC Links After-School Program
Author: Lecusay, Robert
Date: 2014-00-00
Type: Journal Articles
Subjects: After School Programs,Computer Games,Problem Solving,Ability,Child Development,Cooperative Learning,Interaction,Interpersonal Relationship,Undergraduate Students,Elementary School Students

There is widespread agreement that further research is needed in order to identify afterschool program characteristics useful for understanding why some programs are more successful than others. The bulk of recommendations put forth by researchers, practitioners and policy makers focus on observable characteristics of the afterschool setting as a whole. While these characteristics can be recorded on checklists for later aggregation into a quantifiable evaluation of the system, it is important to remember that they are the products of interactional processes. In the present analysis I focus on the dynamic human interactions that comprise these system-level evaluations. Drawing on video documentation of adult-child computer mediated activities in a UC-Links afterschool program, I illustrate how UC-Links design principles -- which focus on the creation of &quot;cultures of collaborative learning&quot; -- promote the learning and development of participating youth. In particular, I show how implementation of these principles support one of the key tasks in achieving quality teaching-learning after school: the successful negotiation of a common ground of engagement between interlocutors in an instructional interaction.
Student Participation in Online Content-Related Discussion and Its Relation to Students&apos; Background Knowledge
Author: Turkkila, Miikka
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Participation,Online Courses,Group Discussion,Knowledge Level,Blended Learning,Preservice Teachers,Computer Mediated Communication,Asynchronous Communication,Cooperative Learning,Network Analysis

This paper presents two novel network methods developed for education research. These methods were used to investigate online discussions and the structure of students' background knowledge in a blended university course for pre-service teachers (n = 11). Consequently, these measures were used for correlation analysis. The social network analysis of the online discussions was based on network roles defined using triadic motifs instead of more commonly used centrality measures. The network analysis of the background knowledge is based on the Katz centrality measure and Jaccard similarity. The results reveal that both measures have characteristic features that are typical for each student. These features, however, are not correlated when student participation is controlled for. The results show that the structure and extension of a student's background knowledge does not explain their activity and role in online discussions. The limitations and implications of the developed methods and results are discussed.
The Relation between Gender, Reasons to Participate in STEM-Related Subjects, Programs and the University Supports on First-Year University Student&apos;s Satisfaction: A Structural Equation Model
Author: Nugraha, Ikmanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,Student Participation,STEM Education,College Freshmen,Student Attitudes,Student Satisfaction,Structural Equation Models,Foreign Countries

First-year student's satisfaction has considered an important factor in the quality education offered by the university program. The objective of this study is to investigate the relationship among gender, a reason to participate in STEM-related subjects, program, and the university support on first-year student's satisfaction of STEM learning. The methods used in this study surveyed student's satisfaction using adapted interest and recruitment in the science questionnaire (IRIS Q) instrument. The questionnaire comprised question items covering school science experiences, sources of inspiration for the choice of education, expectations for future job, first-year experiences as a STEM student, and attitudes to gender equity in STEM. A total of 448 students, first-year students from STEM-related programs, have participated voluntarily in this study. The structural equating model assisted by computer program IBM SPSS Amos 20 was employed to analyze the hypothesized model. The results from the model showed that reason and university support have a positive direct effect on first-year students' satisfaction with STEM learning. From this study, it is suggested for the university to improve first-year student's satisfaction by helping STEM students to develop appropriate expectations of the program, facilitating teaching quality to meet STEM students' learning, and assisting students in developing positive attitudes toward their future carriers.
What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning?
Author: Pedaste, Margus
Date: 2020-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,Computer Simulation,Simulated Environment,Educational Technology,Technology Uses in Education,Inquiry,Teaching Methods,Telecommunications,Handheld Devices,Student Motivation

A systematic review of the potential of implementing augmented reality (AR) in inquiry-based learning was conducted. We considered the purposes, potential advantages, application characteristics and the effects of using AR in inquiry-based learning. The findings reveal that AR, in the context of inquiry-based learning, is mostly implemented successfully to achieve cognitive and, less often, motivational and emotional learning goals. The AR solutions have mainly been applied in the Conceptualization phase and less in the Investigation phase. The affordances of AR in the Orientation, Conclusion and Discussion phases need to be applied in further studies.
Patterns of Out-of-School Time Use around the World: Do They Help to Explain International Differences in Mathematics and Science Achievement
Author: Vest, Andrea E.
Date: 2013-00-00
Type: Journal Articles
Subjects: After School Programs,Foreign Countries,Cultural Differences,Mathematics Achievement,Science Achievement,Grade 8,Leisure Time,Youth Programs,Recreational Activities,Homework,Television Viewing,Computer Use,Friendship,Housework,Athletics,Recreational Reading

International studies suggest that the U.S. ranks below many Asian and European countries in the 21st century in terms of mathematics and science achievement. Few have looked beyond the classroom to understand these differences. Absolute and relative time spent in various out-of-school time (OST) activities may provide one explanation. This study used the Trends in International Mathematics and Science Study (TIMSS), which includes data on the OST and achievement of 8th graders from nearly 50 countries worldwide. OST variables included technology-based (e.g., using the internet), labor (e.g., chores), and leisure activities (e.g., sports, playing with friends). Students completed an internationally standardized mathematics and science achievement test. Results for absolute OST suggest that, beyond the large contribution of a country's human development index, OST is an important predictor of achievement. Further, relative OST is an important predictor, such that, those countries whose profile of time use was highest in technology also had the highest achievement scores. Future research should consider a broader view of education and related contexts that includes understanding the variability in OST use both within and between nations.