ethanporcaro/eric-fulltext-meta huggingface dataset:
Effectiveness of Protection Motivation Theory Based: Password Hygiene Training Programme for Youth Media Literacy Education
Author: Jiow, Hee Jhee
Date: 2021-00-00
Type: Journal Articles
Subjects: Media Literacy,Information Security,Teaching Methods,Instructional Effectiveness,Secondary School Students,Intervention,Program Effectiveness,Behavior Change,Student Behavior,Behavior Theories,Information Technology,Foreign Countries

This study adopts an experimental design to investigate the effectiveness of a password hygiene training programme. The password hygiene training programme adopted the Protection Motivation Theory's framework in its development, and was delivered online to 84 students aged 13 to 16. Strength of password measures, such as time taken, and number of tries required, to crack the password, were administered pre and post intervention. The findings revealed that the password hygiene training programme was effective in changing actual password setting behaviour. This study also provided hints on which perceptual changes, based on the theory's framework, was most influential in the exercise.
Child Participation in the Design of Media and Information Literacy Interventions: A Scoping Review and Thematic Analysis
Author: Andersson, Linus
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Participation,Media Literacy,Information Literacy,Intervention,Instructional Design,Teaching Methods,Research Reports,Risk,Childrens Rights,Information Technology,Comparative Analysis,Outcomes of Education,Elementary Secondary Education,Higher Education,Participative Decision Making

The article presents findings from a review of scientific articles about media and information literacy interventions targeted at children and adolescents. More specifically, the review centers on the quantity and quality of child participation in the design of such interventions. The findings indicate that designs with high levels of child participation constitute a minority in the sample. Most of them aim at &quot;behavior-relevant&quot; outcomes, e.g., reduce smoking or obesity. Interventions aimed at &quot;media-relevant&quot; outcomes, e.g., helping children to become competent media users, seem less widespread. Based on these findings, we argue that top-down initiatives to the promotion of media and information literacy among children and adolescents run the risk of becoming irrelevant to the target group, and that child participation in the design of such interventions should be seen as an end in itself, at least if we subscribe to the idea of children's rights in the digital age.
Reexamining &quot;Perfect&quot; Attendance in Schools
Author: Conrad, David L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Attendance Patterns,COVID-19,Pandemics,Educational Policy,Public Health,Educational Change

The COVID-19 emergency has created new challenges for schools regarding student attendance. The predominant practice of &quot;perfect&quot; attendance incentives in schools conflicts with new government policies regarding student self-quarantine due to the COVID-19 virus. School leaders must change their procedures and communication regarding student attendance to reflect these new conditions.
Making Moves: Lateral Reading and Strategic Thinking during Digital Source Evaluation
Author: Walsh-Moorman, Elizabeth
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Seniors,Information Sources,Evaluation Methods,Reading Strategies,Media Literacy,Internet,Thinking Skills,English Instruction

Using screencasting videos as think-alouds, this case study explores the process three high school seniors used when tasked with evaluating digital sources. Drawing from dual level theory of literacy, the study explores the complexities involved when students are asked to conduct informal research of their source (a strategy called lateral reading) in order to improve their ability to uncover potential bias in digital sources. Results indicate that lateral reading encouraged healthy reader skepticism and slowed readers down in the review, but students lacked sophisticated online reading and research strategies.
A Holistic Digital Game-Based Learning Approach to Out-of-School Primary Programming Education
Author: Panskyi, Taras
Date: 2021-00-00
Type: Journal Articles
Subjects: Holistic Approach,Video Games,Game Based Learning,Teaching Methods,Programming,Elementary School Students,Foreign Countries,Computer Science Education,Extracurricular Activities

This paper presents an innovative educational approach to organizing the out-of-school teaching of programming in middle childhood. The proposed DGBL model includes three distinct educational phases, i.e. learning visual programming, programming and robotics, and programming and electronics. The research was carried out during the school years of 2017-2019. The study sample consists of 329 primary school students from K4 to K10 from the Lodzkie Voivode-ship in Poland. The results were obtained from anonymous questionnaires completed by course participants. The answers confirm that the proposed approach helps children to learn the main concepts of computational thinking and programming. The described approach reinforces the essential idea in children that programming, engineering, mathematics and technology are intertwined in the modern world. Moreover, the approach combines and balances practical, methodological and pedagogical issues and is suitably integrated with out-of-school programming education to facilitate the teaching and learning process.
LAMBOOZLED!: The Design and Development of a Game-Based Approach to News Literacy Education
Author: Literat, Ioana
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Curriculum Development,Media Literacy,News Media,Learner Engagement,Misconceptions,Middle School Students,High School Students,Educational Objectives,Educational Games

Given the need for innovative, engaging, and youth-centered approaches to media literacy, as well as the potential of active pedagogies to facilitate youth civic education and efficacy, games emerge as a particularly promising and under-utilized avenue for news literacy education. Our research asks, how might we use game-based learning to tackle fake news and stimulate news literacy among a youth audience? Here, we reflect on the process of designing LAMBOOZLED!, a news literacy game for middle school and high school students, based on a multilevel game design framework that allowed us to articulate learning objectives, consider suitable mechanics, dynamics and aesthetics, and integrate relevant instructional principles along multiple learning dimensions. Positioning this work at the nexus of game design and media literacy education, we discuss our key decision points and the larger stakes of adopting a game-based approach to news literacy education in the current political climate.
An Empirical Study on the Use of Student-Focused Approaches in the Software Engineering Teaching
Author: Portela, Carlos dos Santos
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Science Education,Computer Software,Engineering Education,Student Attitudes,Comparative Analysis,Student Motivation,College Faculty,Undergraduate Students,Student Centered Learning,Specialists,Foreign Countries

The software industry is not satisfied with the preparation level of newly graduated professionals in Computing undergraduate courses. There is a predominance of traditional approaches to the Software Engineering (SE) teaching which proved to be inefficient, because they focus on the content from the professor's viewpoint. This research aims to investigate if the use of student-focused approaches in the SE teaching can develop more technical competencies to apply in industry than when traditional approaches are applied. For this, an iterative model has been defined to integrate the main student-focused approaches and a controlled experiment was carried out in four undergraduate courses. The data were collected from structured interviews with students and analyzed using ANOVA. The results showed no significant statistical difference between student-focused and traditional teaching approaches in the development of SE competencies. However, these results were impacted by the motivation and commitment of the experiment students.
How a Hands-On Workshop Offered by Communication Undergraduates in Israel Enhanced Fifth Graders&apos; News Literacy Skills
Author: Gozansky, Yuval
Date: 2021-00-00
Type: Journal Articles
Subjects: Experiential Learning,Workshops,Undergraduate Students,Communication (Thought Transfer),Foreign Countries,Grade 5,Elementary School Students,Media Literacy,News Media

This article describes a project-based academic course, called &quot;Children's News: Theory and Social Involvement&quot;, in which communications undergraduate students worked with fifth graders in Israel to create their own newspapers. This hands-on workshop, developed at Sapir College in the south of Israel, helped children become literate in journalism and Newsmaking. They gained knowledge, writing skills, and self-esteem, as well as a sense of the social impact of journalism. The college students increased their own media literacy, gained pedagogy skills and news editing abilities, and got a glimpse of the point of view of children in a conflict area.
Exploring Adolescents&apos; Critical Thinking Aptitudes When Reading about Science in the News
Author: Bissonnette, Marianne
Date: 2021-00-00
Type: Journal Articles
Subjects: Adolescents,High School Seniors,Critical Thinking,Thinking Skills,Reading Comprehension,Science and Society,Science Interests,Scientific and Technical Information,News Reporting,Information Sources,Credibility,Electronic Publishing,Media Literacy,Information Literacy,Scientific Literacy,Statistics,Student Attitudes,Numeracy,Personality Traits,Foreign Countries

This research studies the critical thinking skills of six teenagers in their final years of high school. It looks at the way those students use a set of cognitive skills in order to analyze scientific and pseudoscientific information available in online news articles. Semi-structured interviews were conducted with six students chosen according to their results in a questionnaire about interest in science topics. Results show a large gap between participants' use of critical thinking skills. Most of these skills were mainly used for text comprehension, evoking general knowledge, numeracy, arguments assessment and production, and life skills (open-mindedness and metacognition). The participants were often confused when they were asked to justify their stances, and when they had to compare arguments' value. This exploratory study could lead to a better understanding of teenagers' strengths and weaknesses in news media literacy, and the part that schools could play in helping students develop them.
A Proposal of Model of Emotional Regulation in Intelligent Learning Environments
Author: Reis, Helena Macedo
Date: 2021-00-00
Type: Journal Articles
Subjects: Emotional Response,Teaching Methods,Algebra,Mathematics Instruction,Intervention,Program Effectiveness,Educational Technology,Technology Uses in Education,Psychological Patterns,Student Characteristics,Hypermedia,Computer Simulation

Emotions can influence cognitive development and are key elements to the teaching-learning process. Positive emotions (e.g., engagement) can improve the ability to solve problems, store information, and make decisions. On the other hand, negative emotions (e.g., boredom) reduce the capacity to process information at a deeper level, preventing learning to become effective. Therefore, students' emotions must be regulated to hinder negative and to promote positive emotions during learning. To support the choice of the best intervention to regulate individual emotions, this article proposes an algorithm based on simulated data considering different individual performances in solving Algebra exercises. The results suggest that the proposed model has high success rates (over 90%) in the choice of interventions and may be applied in real scenarios.
Critical Media Literacy and Black Female Identity Construction: A Conceptual Framework for Empowerment, Equity, and Social Justice in Education
Author: Robinson, Petra A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Literacy,Media Literacy,African Americans,Females,Empowerment,Equal Education,Social Justice,Identification (Psychology),Self Concept,Feminism,Consciousness Raising

This paper addresses the issues of knowledge production, which interrogate and disrupt dominant narratives that subjugate Black females related to their identity. We contextualize our discussion through the lens of critical consciousness and critical media literacy by exploring the role of popular media in identity development/imposition for Black females. We outline issues of Black female identity politics by framing them through the description of critical media literacy as a 21st century literacy, with Black Feminist Theory as our theoretical lens. Similar discussions have remained centered in the field of Media Studies and there has been inadequate attention to these issues in the education realm, particularly as they relate to Black females and their self-concept and self-empowerment.
Assisting School Leaders in Overcoming Challenges Related to COVID-19
Author: Chennamsetti, Prashanti
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Administrator Role,Barriers,Teacher Student Relationship,Online Courses,Distance Education,Computer Mediated Communication,Access to Computers,Internet,Hunger,Child Care,Family Needs,Student Needs

Schools are undertaking social distancing measures to mitigate the COVID-19 pandemic, leading to unprecedented challenges for school leadership. This essay explores four such specific challenges: (1) teacher-student connectedness in virtual learning; (2) inadequate computers and internet access; (3) food insecurity; and (4) lack of child-care. Related possible solutions are reviewed, such as the SPM model and alternative child-care options. Based on the findings, the author provides a holistic model. Future research can build on this model to provide school leaders with additional strategies to address educational challenges encountered during unforeseen pandemic situations.
Leading in a Pandemic: Why School Leaders Should Learn from Similarities between Campus Uprisings and COVID-19
Author: Douglas, Ty-Ron
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,COVID-19,Pandemics,Activism,Equal Education,Racial Discrimination,Universities

COVID-19 is exposing the inequities and inefficiencies in leadership, in healthcare, and in access to resources--educational, economic, and otherwise-- that often necessitate and precipitate unrest and uprisings. These realities are inextricably linked to racism, disproportionalities, and the history of discrimination in this country and across the globe--disproportionalities that intersect with university campus uprisings and the urgent need for anti-oppressive school leaders who center the voices and needs of their students.
Educational Leaders&apos; Need for Health Literacy during the COVID-19 Pandemic
Author: Glenn, Adriana D.
Date: 2020-00-00
Type: Journal Articles
Subjects: Health Needs,COVID-19,Pandemics,Administrator Role,Knowledge Level,School Closing,School Schedules,Disease Control,Public Health,Communicable Diseases,Elementary Secondary Education,Barriers

School leaders will face great challenges balancing health considerations of students and school staff with powerful political forces demanding that schools reopen as early as possible. In order to navigate this new educational landscape, school leaders will need to work with medical and public health officials to acquire health literacy. This will enable them to understand medically accurate information while rejecting politically inspired misinformation they will receive in the coming year. Health literacy will be an important skill needed by educational leaders to make the best possible decisions during this unprecedented pandemic.
Practices and Discourses of Academics: Local Lessons to Address the Digital Shift in Academic Management
Author: Fardella, Carla
Date: 2020-06-00
Type: Journal Articles
Subjects: Higher Education,Educational Technology,Technology Uses in Education,College Faculty,Teacher Attitudes,Professional Identity,Teaching Experience,College Environment,Technology Integration,College Administration,Foreign Countries

Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional-pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.
The Assistant Principal as Instructional Leader: The Redesign of the AP Position in the 21st Century
Author: Somoza-Norton, Andrea F.
Date: 2021-00-00
Type: Journal Articles
Subjects: Assistant Principals,School Administration,Administrator Responsibility,Leadership Role,Role Perception,Instructional Leadership,Occupational Information,Standards,Educational Change,21st Century Skills,Student Diversity,Equal Education,Elementary Secondary Education,Educational Research

Every campus leader is critical in supporting student achievement, most notably the principal and the often-unnoticed assistant principal (AP). The problem this study addresses is the lack of advancement in the AP's role as an instructional leader in light of educational reform and the demands of the 21st century. To address this issue, the purpose of this study was to mine the literature to understand the role of the AP. A semi-systematic review of the limited literature on this topic indicated the AP, whose role has historically been a manager and disciplinarian, must be redefined to reflect an instructional and equitable leader actively seeking to ensure access and opportunity for all students. These findings suggest that the AP should be duly prepared and supported as teaching, learning, and educational leadership continue to evolve in these extraordinary times. Based on a synthesis of the literature, we argue for a revision of the outdated AP role to one more reflective of increased awareness regarding instructional leadership, student diversity, equity, and access within the current educational environment of standards-based reform.
Activities and Role of School Counselors in West Virginia: A Comparison to a National Sample
Author: He, Lijuan
Date: 2021-05-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,School Counseling,Elementary Schools,Middle Schools,High Schools,State Policy,Context Effect

A national study of school counselor role and professional activities (Fan et al., 2019) was replicated using a West Virginia (WV) school counselor sample to determine if WV's unique context and state policies would reflect a difference in how counselors perceive their roles and conduct professional practices. The comparison between WV sample and its national counterparts showed that school counselors grade level is robustly related to professional practice, with high school counselors demonstrating different levels of work focus than middle and elementary counselors. The WV sample did not demonstrate any practically significant differences from the previously collected national U.S. sample (Fan et al. 2019) on any &quot;ISSCA-US&quot; subsamples or items. While these results add confidence to the generalizability of Fan et al.'s (2019) findings, interestingly, no differences in role or practice were identified given the significant state policy initiatives to tailor school counseling practice towards state needs, models, and approaches.
The Benefit of Mindfulness Professional Development for Elementary Teachers: Considerations for District and School Level Leaders
Author: Akhavan, Nancy
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Stress Management,Teacher Burnout,Teacher Student Relationship,Elementary School Teachers,Relaxation Training,Professional Development,Program Effectiveness,Rural Schools

Using an embedded quasi-experimental mixed method approach, this exploratory study aimed to understand the benefits of mindfulness training for elementary school teachers and leaders in one rural school district. After the delivery of two 90-minute mindfulness professional developments with on-the-job practice of strategies over 2 weeks, quantitative statistical comparisons of the intervention and inactive control groups were made using survey results from the Mindfulness in Teaching Scale (Frank et al., 2016). Qualitative analyses used intervention participant journal entry responses along with one-on-one interviews. After analyses, the results suggest mindfulness training can benefit teachers, specifically in the use of intrapersonal mindfulness practices, reshaping daily interactions with students, and reducing stress.
Technology Adoption in Malaysian Schools: An Analysis of National ICT in Education Policy Initiatives
Author: Zainal, Azlin Zaiti
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Educational Policy,Elementary Secondary Education,Access to Computers,Teacher Attitudes,Student Attitudes,Faculty Development,Professional Identity

Educational change, particularly change involving the adoption of educational innovations, is a complex process. In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success. Through a discourse analysis approach, this paper aims to examine the research studies on large-scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools program to the incorporation of the Frog Virtual Learning Environment (VLE) in the classroom. The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analyzed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies.