ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyber Aggression between Intentions and Cyber Wellness of Students: An Application of TPB Models
Author: Mardianto
Date: 2021-04-00
Type: Journal Articles
Subjects: Bullying,Social Media,Aggression,Wellness,High School Students,Adolescents,Adolescent Attitudes,Behavior Standards,Behavior Theories,Intention,Predictor Variables,Individual Power,Foreign Countries

This exploratory study aims to broaden students' models of cyber-aggression behavior, with the Theory of Planned Behavior (TPB) by including additional constructs, namely cyber health, to predict youth cyber-aggression actions. The self-administered questionnaire was used to collect data from 291 students intentionally, aged 15 to 21 at secondary schools in the city of Padang in Indonesia, and then analyzed using covariance-based structural equation modeling (SEM). Data analysis was performed using WarpPLS software version 4.0. Structural equation modeling is used to test whether the overall model theory of planned behavior (TPB) helps predict self-reported actions by adolescents in cyber aggression. We found a strong positive relationship between adolescent attitudes towards cyber aggression and their behavioral intentions to do so, followed by perceived behavioral control variables which were also significant although relatively less important predictors of adolescent intentions for cyber aggression, while subjective norms were not significant in determining adolescent intentions for cyber aggression. Meanwhile, cyber wellness, which is predicted as a moderator variable in the development of the model, is not proven and has the same status as other exogenous variables. Overall, this study provides strong support for the theoretical utility of TPB in the research of students of cyber aggression.
A Partnership Model Approach to Understanding Challenges in Collaboration around College Readiness
Author: Mokher, Christine G.
Date: 2021-05-00
Type: Journal Articles
Subjects: College Readiness,Partnerships in Education,College School Cooperation,High School Students,State Universities,School Districts,Social Capital,College Preparation,Selective Admission,High Achievement,Educational Change,State Policy,Program Implementation,Outcomes of Education,Teacher Attitudes,Counselor Attitudes,Models,Barriers

This article explores challenges in starting, developing, and incorporating partnerships between the secondary and postsecondary education sectors. We use qualitative data from site visits at high schools, district offices, and state colleges across six Florida counties to identify the types of challenges educators faced in various phases of partnership around college readiness. Then we provide empirical evidence to support a conceptual framework based on a partnership model, which demonstrates that social capital and organizational capital are needed to create &quot;partnership capital&quot; to initiate and sustain cross-sector partnerships. We find that whereas considerable collaborative resources are available to help higher performing students prepare for selective universities, there is much less collaboration around improving college readiness among students who lack the requisite skills. [For the corresponding grantee submission, see ED593092.]
Classroom Motivational Climate in Higher Education: Validation of a Model for Assessment
Author: Abello, Diana
Date: 2021-04-00
Type: Journal Articles
Subjects: Classroom Environment,Student Motivation,Undergraduate Students,Validity,Questionnaires,Performance Factors,Mastery Learning,Goal Orientation,Foreign Countries

This study aims to adapt and validate the Classroom Motivational Climate Questionnaire and Attribution of Motivational Changes to the Teacher Questionnaire, for their administration in Higher Education and thus having adequate instruments to assess motivational climate and student preferences in this educational level. Data from 624 university students were analyzed through a Confirmatory Factor Analysis based on the original models proposed for each questionnaire. Then, a cross-validation analysis was performed for each questionnaire between two random sub-samples. Subsequently, a Path Analysis was conducted on both instruments to measure predictive validity on performance. A multigroup analysis was also conducted with two categories of students: those in their initial studies (basic) and those in practice-oriented studies (in-depth). The results confirm the factor structure for both questionnaires with configurations slightly different from those found in previous studies with high school samples. The Classroom Motivational Climate Questionnaire was found to influence performance and to identify differences in student's motivational profile depending to the year of their study.
Teachers&apos; Perspective on Student&apos;s Right to Participation in Classroom Management
Author: Thoyibi, Muhammad
Date: 2021-01-00
Type: Journal Articles
Subjects: Teacher Attitudes,Junior High School Teachers,High School Teachers,Student Participation,Personal Autonomy,Classroom Techniques,Classroom Design,Conflict Resolution,Public Schools,Private Schools,Religious Factors,Islam,Sex Role,Behavior Standards,Moral Values,Laws,Foreign Countries,Student Rights,Childrens Rights

The study aimed at exploring the teachers' perspective on the right of the child to participate in the seating arrangement and how the teachers resolved when values and norms were in conflict. The data were collected through questionnaires by a convenience sampling technique from seven regencies in Central Java and East Java, Indonesia. The participants of the research were teachers at Junior High Schools and Senior High Schools. The results of the study showed the following findings. Firstly, 81% of the teachers stated that the students have the right to choose their own seats. However, half of the teachers excluded the rights of the students to choose with whom they sat. Secondly, practices in different schools, especially private and Islamic schools, demonstrated that religious norms played such a significant role in the school and classroom management. It indicates that the values derived from the legal sources were subject to the aim of complying with the religious norms.
A Model of Lecturer Performance Evaluation: Sustainable Lecturer Performance Mapping
Author: Retnowati, Trie Hartiti
Date: 2021-04-00
Type: Journal Articles
Subjects: College Faculty,Sustainability,Construct Validity,Content Validity,Models,Test Reliability,Foreign Countries,Undergraduate Students,Student Evaluation of Teacher Performance,Computer Uses in Education

Sustainable lecturer performance mapping needed a valid evaluation model. The absence of such a model brings about lecturer performance evaluation which was neither systematic nor sustainable. The study aimed to develop a valid and reliable model of lecturer performance evaluation. This research was a development research model. The model developed in the study has two components, namely: (1) computer application containing instrument to measure the lecturer performance, scoring guide, accomplishment criteria and their syntax; and (2) the user's guide for the application. The lecturer performance instruments were analyzed using content validity and construct validity. The instrument's content validity was proven by Aiken Formula, while the construct validity by Confirmatory Factor Analysis (CFA) and the instrument's reliability was estimated by Cronbach Alpha Formula. MANOVA was used as the hypothesis test of the implementation toward the models among the faculties. The result of trials on the model showed that all items of the instrument had met the content validity standard of 0.73, the construct of the lecturer performance instrument in learning (planning, process, and assessment) was in good categories. The results showed that the lecturer performance evaluation model was valid, reliable, and comprehensive. The results also showed that the performance of the Faculty of Math and Science lecturers in learning was the highest.
Avenues into the Street Economy: Childhood Trauma and the Unsuccessful Navigation of the Public Education System in the United States
Author: Fenton, Tara-Jeneil S.
Date: 2018-00-00
Type: Journal Articles
Subjects: Economics,Public Education,Access to Education,Child Abuse,Early Experience,Trauma,Crime,Privatization,Educational Finance,Budgeting,Retrenchment,Social Justice

The constituencies of the street economy (including itinerant labor, sex work, the selling and distribution of narcotics) serve as a suitable though non-ideal substitute to the formal economy (the macro, traditional, socially acceptable and politically approved labor market) for the purpose of acquiring monetary resources. The prerequisites for entry into the street economy are non-standardized, non-discriminatory, and inclusive of all individuals from varied racial and social backgrounds. However, an analysis of street economy demographics within the United States reveals that this population is predominately comprised of Black (African American) and Latino/a racial identities within an approximate chronological age range of 15-23 years. Factors contributing to participants' initiation into the street economy are multifaceted and include past experiences of trauma, financial instability, as well as the inaccessibility or unsuccessful completion of public formal education. This research explores these and other factors, evaluates corporate responses to the effects of the street economy, and makes recommendations on how these issues may be addressed.
The Content of Tolerance Education in Short Story Learning in High Schools
Author: Sufanti, Main
Date: 2021-01-00
Type: Journal Articles
Subjects: High School Students,Literary Genres,Teaching Methods,Course Descriptions,Prosocial Behavior,Social Values,High School Teachers,Teacher Attitudes,Lesson Plans,Foreign Countries,Caring,Content Analysis,Instructional Materials

Short stories have the advantage of teaching materials. Because of its short form, it is flexible to be used as teaching materials that do not take long to read. This study aims to describe the teachers' perception of the urgency of integrating tolerance education in the short story appreciation, the content of tolerance values in the short story appreciation learning instruments in high school, and the content of tolerance values in the short story appreciation teaching materials in textbooks. In order to achieve that, a descriptive qualitative method was employed in this study. The results are as follows: (1) All Indonesian teachers in senior high schools in Surakarta have the perception that the value of tolerance education is important to be integrated into learning, including in the short story appreciation learning. (2) The character of tolerance is always listed in the Syllabus document and the Core Competency component of the lesson plan. Apart from that component, the character of tolerance is implicitly included in the character of &quot;caring&quot; and &quot;open to others' opinions&quot; in 86% of the syllabus and lesson plans. (3) There are 9% of short story appreciation teaching materials that have tolerance education content. The potential for this tolerance content is found in a lot of teaching material topics in the form of learning activities and short stories.
Charter Schools: The Destruction of Teacher Certification in New York State
Author: Wing, Michelle
Date: 2018-00-00
Type: Journal Articles
Subjects: Charter Schools,Teacher Certification,State Legislation,Educational Legislation,Politics of Education,Neoliberalism,White Teachers,Cultural Influences,Culturally Relevant Education,Teacher Education,Equal Education,Social Justice,Teaching (Occupation),Alternative Teacher Certification,Elementary Secondary Education

In an era of increasing teacher accountability, charter schools are finding ways to circumnavigate the restrictions placed on public schools in regard to teacher certification. These efforts purportedly are being made to fill teacher shortages in high need areas, but realistically allow charter school teachers to avoid expensive and time-consuming training and certification procedures. This paper will examine and elaborate on the negative impacts of these maneuvers in New York State. It concludes with a discussion of how the lack of teacher certification will affect the most vulnerable populations attending these charter schools while contributing to the permanence and reinforcement of socioeconomic structural inequalities.
Excelsior, New York State&apos;s &quot;Free&quot; College Scholarship
Author: Pierce, Christian
Date: 2018-00-00
Type: Journal Articles
Subjects: Scholarships,College Students,Eligibility,Low Income Students,State Programs,State Aid,Access to Education,Educational Policy

This paper examines the New York State Excelsior Scholarship and the criteria that must be met for students to be eligible to receive it. The main focus of this examination is how this scholarship aims to address access issues faced by students from low income families and how the program can be improved to better address their needs. Comparisons are made between this Scholarship and others similar to it, namely the Georgia Hope Scholarship, the Indiana 21st Century Scholarship, and the Wisconsin Covenant. Recommendations for improving the Excelsior Scholarship are made based on research-based evidence on the successes and failures of the other scholarship programs, as well as potential barriers found within the Excelsior Scholarship itself.
Indonesian University Students&apos; Likes and Dislikes about Emergency Remote Learning during the COVID-19 Pandemic
Author: Rahiem, Maila D. H.
Date: 2021-01-00
Type: Journal Articles
Subjects: College Students,Student Attitudes,Pandemics,Emergency Programs,School Closing,Distance Education,Electronic Learning,Affordances,Barriers,Public Colleges,Developing Nations,Foreign Countries

This study aimed to analyze what university students in Indonesia liked and disliked about the emergency remote learning process, which was implemented due to the COVID-19 pandemic. The case of Indonesia revealed what the majority of higher education institutions in developing countries faced during the COVID-10 period. This research used a qualitative phenomenological approach. There were 80 education students from the Faculty of Education state university in Jakarta, Indonesia who participated in the study. The inquiry consisted of a thorough study of participants' diaries of day-today learning and reflective essays and an online focus group of discussions. The results revealed what the students liked about learning from home during the COVID-19 crisis, which was grouped into three overarching themes of flexibility and efficiency, self-care and self-development, and learning new technology. What they disliked was grouped into three main themes: lack of structure, technological difficulties, and financial barriers. By knowing what students liked and disliked, we can try to reduce obstacles to their learning experience, and further improve the activities and features they liked. As a result, the quality of remote learning in this pandemic could be enhanced, and students' ability to study in any circumstances could be increased.
Smartphone Usage among University Students
Author: Yuen Fook, Chan
Date: 2021-01-00
Type: Journal Articles
Subjects: College Students,Telecommunications,Handheld Devices,Foreign Countries,Academic Achievement,Student Attitudes,Addictive Behavior,Time Management,Learning Processes,Student Characteristics

Smartphone users have increased to over two and a half billion people and it is predicted to rise to five billion by the year of 2020. Prolonged smartphone usage indicates obsession with the virtual world. As smartphone users include students from secondary school to tertiary levels, their constant engagement with mobile phones raises questions of addiction that may have negative consequences on academic performance. Hence the present study aimed to examine problematic smartphone use, hours spent, factors and activities involved, and argue the possible risks of phone addiction among Malaysian university students. The study employed a descriptive research design to collect data, while data analysis was conducted using descriptive statistics such as mean, standard deviation, frequency and percentage. Fifty-five out of eighty students from a public higher learning institution responded to a survey. The results indicated that most of them somewhat agreed that they used smartphones without any compelling reasons at every hour and that it induced emotional stability. The findings implied that the students were somewhat addicted to smartphones but did not use their smartphones for academic purposes. It is expected that the findings from this study will help higher learning institutions to better understand the patterns of smartphone usage among university students and to reduce or control academically disruptive smartphone addiction behaviour.
University-School Cooperation: Perspectives of Pre-Service Teachers, Practice Teachers and Faculty Members
Author: Selen Kula, Sultan
Date: 2021-01-00
Type: Journal Articles
Subjects: College School Cooperation,Preservice Teachers,Student Teachers,Cooperating Teachers,Teacher Attitudes,Student Teacher Supervisors,Foreign Countries,Expectation

The research aimed to determine the views and expectations of pre-service teachers studying in the field of classroom teaching, because practice teachers in practice schools, and faculty members are responsible for courses related to teaching practice regarding teaching practice processes. The research was designed as a case study from qualitative research designs. The study group consists of three groups. The first group consists of 36 females and 9 males, aged between 21 and 25, totally of 45 pre-service teachers. The second group consists of 16 females and 30 males, aged between 30 and 51, totally of 46 practice teachers. The third group consists of 4 females and 7 males, aged between 30 and 51, totally of 11 faculty members. The data was collected in writing with separate forms for pre-service teachers, practice teachers, and faculty members. The data was analyzed by thematic analysis. The results of the research suggest that the existing operation regarding the university-school collaboration is insufficient and those pre-service teachers have the expectation to increase the practice courses in terms of number and duration. It is thought that the interaction between the university and the school should be improved in all aspects. This research is expected to be a guide for revealing expectations of related parties and improving the process during the teaching practice. [The study was presented as an oral presentation at 2nd International Learning Teaching and Educational Research Congress between 6-9 September 2018.]
Flipped Classroom Strategy Based on Critical Thinking Skills: Helping Fresh Female Students Acquiring Derivative Concept
Author: Al-Zoubi, Ali M.
Date: 2021-04-00
Type: Journal Articles
Subjects: Foreign Countries,College Freshmen,Females,Flipped Classroom,Educational Technology,Integrated Learning Systems,Thinking Skills,Critical Thinking,Mathematics Instruction,College Mathematics,Calculus,Teaching Methods,Conventional Instruction,Student Attitudes,Mathematical Concepts,Concept Formation,Mathematics Skills

The current study aimed at investigating the impact of Flipped Classroom Strategy by using E-Learning Systems (Blackboard) based on Critical Thinking Skills of the acquisition of fresh female students of the derivative concept of Calculus. To conduct this study, the researchers followed the explanatory sequential mixed-methods by dividing randomly the 54 fresh female students from the University of Bisha into two equal groups: the experimental group and the control group. The selection was based on their achievement in First Exam. To measure students' acquisition of the derivative concept, the researchers relied on a post-test, and semi-structured interview with some learners. The analysis of the obtained data showed that teaching Calculus using Flipped Classroom Strategy that based on Critical Thinking Skills is better than the traditional teaching methodology in the acquisition derivative concept. In fact, the interviews show that the fresh female students in the experimental group preferred the new strategy, and said that it makes learning mathematics interesting and easier.
The Effect of the Scientific Approach-Based Learning on Problem Solving Skills in Early Childhood: Preliminary Study
Author: Haenilah, Een Yayah
Date: 2021-04-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Problem Solving,Early Childhood Education,Foreign Countries,Instructional Effectiveness,Preschool Children,Scientific Concepts

The problem of this study was the lack of problem-solving skills in early childhood, mostly in developing countries including Indonesia. This study examines the effect of the scientific approach-based learning process on problem-solving skills of early childhood and analyse the effectiveness of scientific approach-based learning to improve problem solving skills in early childhood. This study was conducted at Al-Kautsar Kindergarten in Bandar Lampung, Indonesia. The research method was a quasi-experiment. This research used one group pre-test and post- test design. The data was collected using observation, documentation guidelines, and performance assessment. The instrument used in this research was the observation sheet in the form of an assessment rubric type rating scale. The data analysis was done by using descriptive analysis and simple linear regression. The results show that there were a significant difference in scores between before and after the treatment using the scientific approach-based learning process and a significant effect of this approach on problem solving skills of early childhood.
A Cognitive Diagnostic Modeling Analysis of the English Reading Comprehension Section of the Iranian National University Entrance Examination
Author: Hemati, Seyed Jamal
Date: 2020-03-00
Type: Journal Articles
Subjects: Reading Tests,Reading Comprehension,Mastery Learning,Diagnostic Tests,Profiles,College Entrance Examinations,Language Tests,Second Language Learning,English (Second Language),Foreign Countries,Teaching Methods,Remedial Instruction,High Stakes Tests

Cognitive Diagnostic Models are a class of multidimensional categorical latent trait models which provide diagnostic information by reporting examinees' mastery profiles on a set of predefined skills. CDMs provide fine grained information concerning examinees' strengths and weaknesses in the subskills and subprocesses which constitute a larger domain of knowledge. Such detailed information helps in classroom teaching, designing remedial courses, and material development. In this study, we analysed a high stakes English as a foreign language reading comprehension test using GDINA model. The skill profiles of the test takers, the class probabilities, attribute mastery probabilities, attribute difficulties, and model data fit at test and item level were examined. Implications of the study for reading comprehension research and CDM applications are discussed.