ethanporcaro/eric-fulltext-meta huggingface dataset:
Application of Mathematical and Machine Learning Techniques to Analyse Eye Tracking Data Enabling Better Understanding of Children&apos;s Visual Cognitive Behaviours
Author: Moreno-Estevaa, Enrique Garcia
Date: 2018-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Man Machine Systems,Mathematics Education,Eye Movements,Graphs,Data Interpretation,Children,Visual Perception,Bayesian Statistics,Time on Task

In this research, we aimed to investigate the visual-cognitive behaviours of a sample of 106 children in Year 3 (8.8 ± 0.3 years) while completing a mathematics bar-graph task. Eye movements were recorded while children completed the task and the patterns of eye movements were explored using machine learning approaches. Two different techniques of machine-learning were used (Bayesian and K-Means) to obtain separate model sequences or average scanpaths for those children who responded either correctly or incorrectly to the graph task. Application of these machine-learning approaches indicated distinct differences in the resulting scanpaths for children who completed the graph task correctly or incorrectly: children who responded correctly accessed information that was mostly categorised as critical, whereas children responding incorrectly did not. There was also evidence that the children who were correct accessed the graph information in a different, more logical order, compared to the children who were incorrect. The visual behaviours aligned with different aspects of graph comprehension, such as initial understanding and orienting to the graph, and later interpretation and use of relevant information on the graph. The findings are discussed in terms of the implications for early mathematics teaching and learning, particularly in the development of graph comprehension, as well as the application of machine learning techniques to investigations of other visual-cognitive behaviours.
Perceived Income Changes, Saving Motives, and Household Savings
Author: Shin, Su Hyun
Date: 2018-00-00
Type: Journal Articles
Subjects: Money Management,Economic Climate,Role,Family Income,Psychological Patterns,Decision Making,Consumer Economics,Surveys

Using the 2007-2009 Survey of Consumer Finances panel dataset, we investigate whether and how changes in perceived income and saving motives are related to demand for household savings in the United States after the Great Recession. Households that perceive their current income as lower, relative to normal years are less likely to save than those who view that their income is the same as the reference point. This result holds only for those who experienced a significant negative income shock during the Great Recession. Among five major saving motives, saving for an emergency is an important factor in explaining the likelihood of saving. This study suggests that financial planners and educators should pay close attention to the role of households' income perception and saving motives and should account for the resulting potential psychological biases in households' saving decisions.
Producing Relevant Medical Education through Community-Engaged Scholarship
Author: Nkhoma, Nelson Masanche
Date: 2018-00-00
Type: Journal Articles
Subjects: Medical Education,Relevance (Education),Foreign Countries,Medical School Faculty,Criticism,International Cooperation,Foreign Policy,Teacher Attitudes,Ethics,Universities,Community Needs,Institutional Cooperation,Indigenous Knowledge,Biomedicine,Interdisciplinary Approach

Some African higher education institutions (HEIs) were founded on the notion that they would serve the specific needs of African communities. Other HEIs have borrowed the concept of community-engaged scholarship (CES) from the USA as a strategy for achieving relevance. Nonetheless, African HEIs continue to be criticized as imitators of Western universities. Drawing on Bhabha's (1985, 1994) concepts of &quot;hybridity&quot; and &quot;resistance&quot;, this paper explores Malawian faculty members' perspectives on how they use CES as a strategy to make medical higher education relevant to their academic work. This study draws from postcolonial theory to show that faculty use CES to interpret truth claims around medical knowledge production and comply with the demands of a relevant and engaged university. The study also shows the complexities and paradoxes characterizing the ways in which academics strive to include subjugated knowledge or forge collaborations in higher education in order to promote multi-perspective. CES is oftentimes conceptualized as a hybridization of perspectives that are themselves caught up in crossfire of resistance. My research on CES noted that it is an important motivation to improving the relevance of higher education in Malawi in general and medical education in particular by bringing together the so-called 'traditional knowledge' and 'biomedicine', as well as interdisciplinary perspectives and knowledge from multiple actors. These were muddled intersections, which suggest a uniquely Sub-Saharan African (SSA) approach to CES and relevant medical education for Malawi. Therefore, the paper argues that faculty members resist the simplistic critique of their work as imitations of Western medical knowledge production as they perceive themselves as providing very complex and different ways of knowing in the field of medical education. Drawing from these faculty perspectives, the paper then concludes with two strategies that can enhance CES.
The Effect of the Coach-Athlete Relationship on Passion for Sports: The Case of Male Handball Players in Super League
Author: Güllü, Sevim
Date: 2019-01-00
Type: Journal Articles
Subjects: Foreign Countries,Athletic Coaches,Athletes,Interpersonal Relationship,Motivation,Athletics,Males,Team Sports,Likert Scales

The purpose of this study is to reveal out the relationship between the team players' perceived coach-athlete relationship and their passion in sports. This is a research carried out with sectional screening model. The study group consisted of 200 male handball players in super league in Turkey. Participants were asked questions with demographic information to obtain personal information. Additionally, 11 question &quot;Coach-Athlete Relationship Scale&quot; developed by Jowett &amp; Ntoumanis (2004) and adapted to Turkish by Altintas et al. (2012) and 12 question &quot;Athlete Passion Scale&quot; developed by Vallerand et al. (2003) and adapted to Turkish by Kelecek &amp; Asçi (2013) was applied. To evaluate the obtained data SPSS 20 package program was used and percentage (%), frequency (f), Kruskal Wallis test, correlation analysis, and regression analysis were conducted. There was a positive relationship between the coach-athlete relationship and its sub-dimensions of commitment, closeness and complementary and also between the passion for sports and its sub-dimensions of harmonious passion and obsessive passion. Besides, the regression analysis has shown that the coach-athlete relationship has a relatively high impact on the passion for sports. In other words, as the effectiveness and quality of the coach-athlete relationship increase, so does &quot;passion&quot;, which is one of the most important motivation sources for the athletes. At the end of our research it was found that, the coach-athlete relationship was at high level. As a result, there is a relationship between coach-athlete relationship and sport passion.
MOOC Learners&apos; Engagement with Two Variants of Virtual Patients: A Randomised Trial
Author: Stathakarou, Natalia
Date: 2018-00-00
Type: Journal Articles
Subjects: Online Courses,Medical Education,Medical Students,Computer Uses in Education,Computer Simulation,Patients,Electronic Learning,Dropout Rate,Learner Engagement,Foreign Countries,Interaction,Instructional Design,Outcomes of Education

Introduction: Massive Open Online Courses (MOOCs) are an increasingly popular form of education in health professional education. VPs have been introduced in MOOCs to increase interactivity. There is a lack of research in understanding the reasons behind high dropout rates in MOOCs. We explored how learners interact with VPs and compared the significance of different VP designs on dropout rates. Methods: RCT of 378 participants split into two groups to interact with two VPs using different design: branching and linear. Data on node progression and VP attempts was analysed using descriptive and quantitative analysis. Results: Eight groups of learner interaction patterns were identified. The majority of learners completed the VP in a linear path in one attempt. A significant number either completed the case in a loop path in one attempt, completed in a linear path in multiple attempts or dropped out without attempting the case. VP design has a significant effect on dropout rates of learners. There is a higher dropout rate from a branched VP compared to linear VP. Discussion: Prior research showed that branched VPs are more engaging and promote greater learning compared to linear VPs. However, our results indicate that branched VPs had greater dropout compared to VPs that require less time to be solved. Conclusions: We conclude that branching had a negative effect on completion of the VP activity in the MOOC. Moreover, we believe that more complex VPs require more effort on task and this might not be a design that facilitates the interaction in a MOOC audience, where the participants might wish to acquire the basic medical knowledge offered by the course.
Rebuilding Tertiary Education in Guinea-Bissau: Can It Be Done?
Author: Lundy, Brandon D.
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Change,Higher Education,Educational Development,Universities,Vocational Education,Violence,Educational History,Foreign Policy,Program Development,Sustainability,Brain Drain,Partnerships in Education,Capacity Building,Futures (of Society)

This article evaluates the potential for rebuilding tertiary education in Guinea-Bissau focusing on the reconstitution of the Universidade Amílcar Cabral, the operations of Universidade Lusófona da Guiné, and the development of the Bissau Campus Project through the West African Vocational Schools (WAVS) project. The article considers available resources and contextual constraints in the face of underdevelopment, structural violence, neo-colonialism, and a context-specific educational legacy. In the face of considerable barriers to rebuilding tertiary education in Guinea-Bissau, how can it be done? Achievements in other contexts, and specific recommendations for Guinea-Bissau, are aggregated to demonstrate how collaborating stakeholders can amalgamate knowledge and develop viable educational programs that are contextually sensitive, appropriate, and sustainable.
The Meaning, Idea and History of University/Higher Education in Africa: A Brief Literature Review
Author: Alemu, Sintayehu Kassaye
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational History,Higher Education,Foreign Countries,Power Structure,Foreign Policy,Educational Attitudes,Cultural Pluralism,Western Civilization,Universities,Educational Change

The purpose of this paper is to trigger scholarly debates over the meaning, idea, and history of the university or HEIs. It is also to manifest the prevalence of multiple forms of HEIs and to question why the narrative of one form of HEIs/university meaning, idea and history predominate the discourse. In spite of historical evidences that confirm the existence of higher learning institutions elsewhere, some scholars argue that it was only in Western Europe that higher learning originally and &quot;indisputably&quot; emerged and survived since the medieval period. History, however, attests that there were other forms of universities or higher learning institutions, for instance, in Asia, Africa, and the Arab world. This unfair conclusion is the product of the &quot;coloniality of power&quot; and requires deconstruction. This is not well addressed in the literature. This discussion is qualitatively developed on the basis of related literature review.
The Appropriation of Policy Changes in Higher Education by Students in Sub-Saharan Africa: The Case of the Bachelor-Master-Doctorate Reform in Burkina Faso
Author: Ramdé, Pascal
Date: 2018-00-00
Type: Journal Articles
Subjects: International Education,French,Educational Policy,Technology Transfer,Foreign Countries,Educational Change,Student Attitudes,Student Behavior,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Universities,Educational Attainment,International Cooperation,Educational Cooperation,Graduate Students,Undergraduate Students

Faced with the imperative to adapt to an environment marked by the internationalization of higher education and education policy transfers, universities in French-speaking sub-Saharan African countries adopted in 2006 a new policy called &quot;Bachelor-Master-Doctorate (BMD) reform.&quot; Given the importance of the role of the actors in the implementation of a public policy, this study was designed to analyze the appropriation of the BMD reform by students in Burkina Faso. Based on a definition of appropriation consistent with the sociology of public action, we examine how students interpret the BMD reform and their attitude and behavior toward it. Data gathering involved a survey questionnaire administered to 531 students in 2014. The findings show that students have limited knowledge of the reform, and moderate adherence and low commitment to its implementation. In addition, appropriation factors are related to students' sociodemographic characteristics.
Investigation of Interrater Reliability in the Evaluation of Foreign Language Writing Skills with Multigroup Confirmatory Factor Analysis
Author: Önen, Emine
Date: 2019-01-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,Factor Analysis,English (Second Language),Writing Skills,Interrater Reliability,Scoring,Foreign Countries,Writing Evaluation,College Students

In this study, it was aimed to examine the interrater reliability of the scoring of paragraph writing skills on foreign languages with the measurement invariance tests. The study group consists of 267 students studying English at the Preparatory School at Gazi University. In the study, where students write a paragraph on the same topic, the paragraphs are rated separately by three different interrater using the same scoring key. The evidence for the validity measurements was collected with AFA and DFA while the evidence for the reliability measurements was collected by the Cronbach-alpha (a) coefficient. As a result of testing with Multi-Group Confirmatory Factor Analysis within the context of the measurement invariance of the interrater reliability, no evidence of full and partial scalar invariance can be obtained while evidence of formal configural and metric invariance is obtained. As a result, the lack of evidence of scalar invariance means that raters scoring the writing skills do not use the same initial level of performance. In this case, the invariant uniqueness and invariant factor variances could not be tested, and therefore no evidence of reliability between raters could be obtained.
Counteracting Destructive Student Misconceptions of Mathematics
Author: Jankvist, Uffe Thomas
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Mathematics,Mathematics Education,Misconceptions,Student Attitudes,Educational Diagnosis,Case Studies,Foreign Countries,Beliefs,Intervention,Outcomes of Education

In this article, we ask the question of what it takes for targeted efforts to be reasonably successful in altering students' misconceptions and unproductive beliefs and ensuing myths about mathematics as a discipline and a school subject and about themselves in relation to mathematics, so as to pave the way for satisfactory learning. We attempt to answer this question through the analysis of three cases of upper secondary school students, who all struggled with mathematics-related difficulties due to myths resulting from misguided beliefs, erroneous proof schemes, or mistaken interpretations of the didactical contract, the three theoretical constructs we employ in the study. We describe how specially educated teachers, so-called &quot;mathematics counsellors&quot;, taking part in a professional development program conducted by the authors, were able, firstly, to identity these students, then to diagnose more precisely the nature of their difficulties, and finally to design targeted interventions in order to assist the students in actually overcoming (parts of) their difficulties and eventually dispelling some of the myths they were influenced by. We further offer an analysis of the elements responsible for the success of these interventions. More precisely, we identify five such elements. Finally, we zoom in on the role and intricate connectedness of the three theoretical constructs mentioned above.
Looking Good and Being Good: Women Leaders in Australian Universities
Author: Fitzgerald, Tanya
Date: 2018-00-00
Type: Journal Articles
Subjects: Women Faculty,Femininity,Clothing,Physical Characteristics,Nonverbal Communication,Masculinity,Gender Differences,Interpersonal Attraction,Foreign Countries,Women Administrators,Sex Role,Administrator Attitudes,Organizational Culture,Universities,Personal Narratives

In this article, I argue that women in senior leadership positions in universities continue to face a number of tensions and ambiguities in their everyday working lives. Drawing on the metaphors of 'looking good' and 'being good', I highlight the gendered assumptions that senior women encounter. As senior leaders, women are simultaneously required to negotiate an inherently masculine culture yet at the same time are expected to exercise a level of femininity. Their physical presence, appearance, clothing, gestures, and behaviours are central to the bodily exercise of leadership. As the data presented illustrate, women's leadership bodies and bodily performances reflect gendered institutional norms and assumptions about how leaders should look and act.
Do We Betray Errors Beforehand? The Use of Eye Tracking, Automated Face Recognition and Computer Algorithms to Analyse Learning from Errors
Author: Harteis, Christian
Date: 2018-00-00
Type: Journal Articles
Subjects: Learning Processes,Error Patterns,Error Correction,Eye Movements,Automation,Recognition (Psychology),Human Body,Visual Discrimination,Emotional Response,Cognitive Processes,Difficulty Level,Computer Games,Mathematics,Computation,Artificial Intelligence,Man Machine Systems,Nonverbal Communication,Mathematical Formulas,Predictor Variables

Preventing humans from committing errors is a crucial aspect of man-machine interaction and systems of computer assistance. It is a basic implication that those systems need to recognise errors before they occur. This paper reports an exploratory study that utilises eye-tracking technology and automated face recognition in order to analyse test persons' emotional reactions and cognitive load during a computer game and learning through trial and error. Computer algorithms based on machine learning and big data were tested that identify particular patterns of test persons' gaze behaviour and facial expressions that antecede errors in a computer game. The results show that emotions and learning from errors are positively correlated and that gaze behaviour and facial expressions inform about the errors that follow. However, the algorithms still need to be improved through further studies to be suitable for daily use. This research is innovative in its use of mathematical formulae to operationalise learning through errors and the use of computer algorithms to predict errors in human behaviour in trial-and-error situations.
The Rhetoric and Reality of Leading the Inclusive School: Socio-Cultural Reflections on Lived Experiences
Author: Abawi, Lindy-Anne
Date: 2018-00-00
Type: Journal Articles
Subjects: Sociocultural Patterns,Leadership Styles,Cross Cultural Studies,School Districts,Inclusion,Special Needs Students,School Culture,Phenomenology,Student Needs,Foreign Countries,Administrator Attitudes,Teacher Attitudes,Correlation,Case Studies,Elementary Secondary Education,Access to Education,Instructional Leadership,Principals,Capacity Building,Teaching Methods,Student Centered Learning

This paper details a cross-cultural study of inclusive leadership practices within a basic education context in each of the following countries: Australia, Canada, and Colombia. Each school was selected after district educational leaders identified the school as being inclusive of students with diverse learning needs over an extended period of time. The researchers were particularly interested in the norms and assumptions that were evident within conversations because these were viewed as indicators of the nature of the embedded school culture within each context. School leaders and teachers were interviewed to determine the link between rhetoric and reality, and what inclusion 'looked like', 'felt like', and 'sounded like' at each site, and whether any discernible differences could be attributed to societal culture. A refractive phenomenological case study approach was used to capture the messages within each context and the lived experiences of the participants as they sought to cater for the needs of students. Data were collected from semi-structured interviews with school leaders and teaching staff. Each researcher conducted environmental observations, documenting the impressions and insights gained from the more implicit messages communicated verbally, non-verbally, and experientially from school structures, visuals, and school ground interactions. Themes were collated from the various narratives that were recounted. Both similarities and distinct socio-cultural differences emerged.
The Perspectives of Women Professors on the Professoriate: A Missing Piece in the Narrative on Gender Equality in the University
Author: Harford, Judith
Date: 2018-00-00
Type: Journal Articles
Subjects: Sex Fairness,Women Faculty,Organizational Culture,Universities,College Faculty,Foreign Countries,Educational Policy,Gender Differences,Personal Narratives,Teacher Attitudes,Caring,Social Support Groups,Family Work Relationship

The under-representation of women in the professoriate is a widely acknowledged and complex phenomenon internationally. Ireland is no exception to this and indeed the issue of gender equality in Irish higher education has in the last 24 months emerged on the national policy agenda, largely as a result of a number of high profile legal cases and the subsequent setting up of an expert review panel (2015) and a gender equality taskforce (2017). What has now become clear internationally is that despite the advances women have made in terms of their participation rates as undergraduates, as well as the introduction of gender equity policies, the vast majority of professors in higher education institutions globally are men. Specifically, regarding Ireland in the period 2013-2015, even though 50% of the lecturer staff in universities were women, only 19% of professors were women. While the availability of such data is instructive, attention also needs to focus on examining the organizational culture and practices that appear to perpetuate such gender divisions and gendered patterns of action. On this, however, there is an almost complete absence of studies on the perspectives of women professors in Ireland on the professoriate. The study reported here, which was undertaken within the life story tradition, is one response to this deficit. It is based on interviews conducted with 21 women professors on their perspectives on working as professors in the university sphere in the period 2000-2017. Four key themes were generated during the analysis of their testimony: they regarded universities as operating according to male-definitions of merit; they made a strategic choice not to engage in senior management roles (Senior management is defined as occupying the role of Dean level or above.); they considered there was no room for caring responsibilities in universities; and they emphasized the importance of validation, selection, and networks of support.