ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of Loneliness Levels and Digital Game Addiction of Middle School Students According to Various Variables
Author: Ekinci, Nurullah Emir
Date: 2019-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Middle School Students,Foreign Countries,Computer Games,Video Games,Addictive Behavior,Grade 5,Grade 6,Grade 7,Grade 8,Affective Measures,Athletics

The aim of this study was to examine the loneliness levels of students at the middle school level and their digital game addictions in terms of various variables. The study group consisted of 404 volunteer students in 5th-8th grade in Kutahya, Turkey. As data collection tools, &quot;Digital Game Addiction Scale&quot;, developed by Lemmens et al. (2009) and &quot;UCLA Loneliness Scale&quot; developed by Russell et al. (1980) were used. The SPSS package program was used for the analysis of the data. According to research findings, it was found that there was a statistically significant difference between the levels of digital game addiction and loneliness according to participation status to sports activities (p&lt;0,05). Moreover, it was found that the levels of both loneliness and digital game addiction of the participants to sports activity were lower than non-participating. When gender and age variables were examined, it was determined that there was a statistically significant difference between digital game addiction, gender, and age (p&lt;0,05), whereas there was no statistically difference between loneliness level and both variables (p&gt;0,05). In addition, it was determined that there were a moderate level and positive relationship between the level of loneliness and digital game addiction of middle school students. [This study presented in ERPA International Congresses on Education in Istanbul/TURKEY, 28th June-1st July 2018.]
Revisiting Translation Quality Assurance: A Comparative Analysis of Evaluation Principles between Student Translators and the Professional Trans-Editor
Author: Hu, Wan
Date: 2018-00-00
Type: Journal Articles
Subjects: Translation,Second Language Learning,Second Language Instruction,Quality Assurance,Teaching Methods,Learning Processes,Editing,Comparative Analysis,Evaluation Criteria,College Students,College Faculty,Peer Evaluation,College School Cooperation,Foreign Countries

Evaluation is of paramount significance in the teaching and learning process. So is true with translation teaching and learning. This study uses in-depth interview to qualitatively examine in which ways the student translators and the professional trans-editor, two important stakeholders in the learning process, evaluate the work of translation. It then subsequently compares student translators' and the professional trans-editor's evaluation criteria in order to analyse the differences. This study also compares students' pitfalls encountered during the translation process, providing students with invaluable resources to reflect on their own translation and then to improve their translation quality. An implication of this study is that the interaction among students, professional trans-editor, and university lecturers may ultimately be beneficial to translator training.
Cognitive Load in Multimedia Learning: An Example from Teaching about Lenses
Author: Dervic, Dževdeta
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Multimedia Instruction,Optics,High School Students,Physics,Animation,Teaching Methods,Instructional Effectiveness,Science Instruction,Instructional Materials,Foreign Countries

Animations are widely used in today's science classrooms. Therefore it is very important to explore under which conditions animations are most effective. In earlier studies it has been generally shown that the effectiveness of instruction largely depends on management of cognitive load. The aim of the present study was to compare the effect of Physlet animations, printed sequences of selected animation frames and traditionally presented static pictures on understanding about lenses and levels of cognitive load. According to the results of a quasi-experiment that included forty nine high-school students, Physlet-based teaching generally leads to higher germane load and consequently to more effective learning than the traditional approach. Particularly high levels of germane load have been found for Physlet-based problems. These findings can be accounted for by the interactivity feature of Physlets.
Defining Friction Force: A Proposed Solution to a Textbook Problem
Author: Develi, Fatih
Date: 2019-00-00
Type: Journal Articles
Subjects: Physics,Scientific Concepts,Teaching Methods,Science Instruction,Textbooks,College Students,Glossaries,Middle School Students,Secondary School Students,Definitions

Scientific concepts are the building blocks of scientific thought and science communication. Therefore, to achieve scientific literacy it is necessary to construct and define the concepts accurately. In this study, the concept of friction force, which is frequently encountered in science textbooks, is discussed. The explanations of the concept in science textbooks have been found to be inadequate in effectively explaining several situations. To address this issue, this study aimed to examine the concept of friction force in the textbooks and to propose a more comprehensive definition. The study was conducted using the document analysis method. A total of 26 resource books (11 university physics textbooks, 4 science-term glossaries, 2 secondary school physics textbooks, 6 middle school science textbooks, and 3 popular science textbooks) were analyzed in the study. Several inconsistencies in the explanations for the concept of friction force were found. Based on the analysis, a more comprehensive definition was proposed to fully and consistently explain the effects and the direction of friction force.
Correlation between Understanding about Nature of Science and Orientation to Teaching Science: An Exploratory Study with Thai First-Year Preservice Biology Teachers
Author: Ladachart, Luecha
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Scientific Principles,Pedagogical Content Knowledge,Multiple Choice Tests,Preservice Teachers,Biology,Correlation,Science Teachers,Teacher Education,Student Attitudes,Foreign Countries

Research in teacher education has given increasing attention to pedagogical content knowledge (PCK) as a theoretical construct that describes necessary knowledge for teachers to teach specific content. This research study aims to examine whether an understanding about the nature of science (NOS) correlates with orientation to teaching science (OTS), which is an overarching component of PCK for teaching science. Nineteen first-year preservice biology teachers completed adapted versions of an open-ended questionnaire called V-NOS and a multiple-choice OTS test called POSST whose data were transformed and then analyzed using Pearson's correlation. The results reveal a slightly negative correlation between these two variables, which is not statistically significant (r = -0.227, p = 0.351). This result suggests that understanding of the NOS may not be a dimension of OTSs, so facilitating understanding of the NOS may not necessarily lead to inquiry-based OTSs.
Environmental Attitude Scale for Secondary School, High School and Undergraduate Students: Validity and Reliability Study
Author: Uzun, Naim
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Students,High School Students,Undergraduate Students,Cross Cultural Studies,Construct Validity,Factor Analysis,Accuracy,Factor Structure,Environmental Education,Reliability,Student Attitudes,Attitude Measures,Foreign Countries,Environment

The purpose of this study was to develop a valid and reliable &quot;Environmental Attitude Scale&quot; (EAS) for secondary school (5th, 8th grade), high school (11th) and undergraduate college students. The reliability and validity studies of the scale were carried out in three different countries (Finland, USA and Turkey). The sampling size was 1687 students. For the construct validity, exploratory factor analysis (EFA) was run and in order to test the accuracy of the obtained factor structure. The scale was composed of three sub scales: &quot;Environmental Behaviour Sub Scale (EBSS)&quot;, &quot;Environmental Opinion Sub Scale (EOSS)&quot; and &quot;Environmental Emotion Sub Scale (EESS)&quot;. The EBSS and EESS consist of two factors each and the EOSS consists of one factor. The EBSS had 13 items, EOSS 11 items and EESS 16 items, all using a 5- point Likert scale. The Cronbach alpha reliability coefficient for the whole scale was found to be a=.94, and reliability coefficient of the first subscale was found to be a=0.91, second subscale a=.82 and third subscale a=0.94 and the Spearman Brown coefficients were found to be .85, .83, .80 and .85, respectively. Reliability and validity results of the study show that the &quot;Environmental Attitude Scale&quot; can be used to measure the environmental attitudes of the different levels of students.
Investigating Preservice Science Teacher Ethical Sensitivity through Computer Game and Video
Author: Holmes, Shawn Y.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Ethics,Gender Differences,Racial Differences,Computer Simulation,Computer Games,Video Technology,Racial Attitudes,Knowledge Base for Teaching,Student Attitudes,Measures (Individuals),Science Education,Usability,Cultural Awareness,Teacher Student Relationship,Perspective Taking,Performance Based Assessment,Teacher Education Programs,Student Evaluation,Vignettes

A computer-based simulation, Hazelton High at REST (HHR), with embedded performance-based assessments and Likert-type survey questions was created to assess preservice teacher recognition of racial and gender intolerant behaviors. The simulation was modeled after the Racial Ethical Sensitivity Test (REST), a reliable video-based assessment, measuring professionals' ethical sensitivity for cultural competence and recognition of intolerant behaviors in school settings. Ethical sensitivity skills, based on education professional ethics, are used to determine knowledge of ethical responsibility and professional attitudes and behaviors. A mixed-methods comparison study was conducted between HHR and the REST-video with 31 preservice science education students to investigate the effect of each on their ethical sensitivity. A post-simulation assessment was also conducted to determine and the usability and perception of HHR. It was hypothesized; HHR, an immersive simulation, would affect perspective taking of preservice science teachers and indirectly influence their ethical sensitivity. Data analysis determined ethical sensitivity score (EES) for HHR and REST-video using a survey and performance-based assessments. Post-simulation interview helped inform how a participant perceived the HHR. Results indicate the RESTvideo group had a significantly higher EES than the HHR group. Performance-based assessments within HHR showed a more comprehensive and complex picture of participant EES. The implication of this work for science education programs to use professional codes as a guide for evaluation and development of candidate disposition concerning cultural competency and the use of Serious Educational Games (SEGs) as ethical sensitivity assessments.
Mentoring: Helping Youth Make a Difference in STEM
Author: Reid-Griffin, Angelia
Date: 2019-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,College Students,College Faculty,Adults,Economically Disadvantaged,Disproportionate Representation,Peer Teaching,Day Camp Programs,Positive Behavior Supports,Student Development,Student Interests,STEM Education,Health Education,Teacher Education,Occupational Aspiration,Student Satisfaction,Self Efficacy,Self Concept,Interpersonal Competence

Mentoring is a life-long approach to building positive, supportive relationships, self-confidence and increasing academic performance. In this article, I present how a college-based summer camp, designed to engage youth in increasing interests in STEM, Healthcare, and Teacher education, by helping youth build self-confidence and career interests through a Vertical Mentoring model. An exploratory case study approach is used to gain insight into how the model shaped youths' interactions in learning concepts in STEM. Middle school participants completed a self-efficacy scale and career inventory of perceptions, learning and academic interests. Middle school youth and mentors provided insight on their attitudes, interests and overall satisfaction about the program experiences. Findings interpreted based on the tenets of positive youth development implemented and provides an anchor for additional mentoring studies. Self-efficacy results indicated that students were motivated in utilizing social resources and supports but rarely sought assistance from others. Drawing from the interview responses from mentees and mentors, the Vertical mentoring model afforded youth increased social interactions and opportunities in learning about STEM concepts outside of their home and school settings. Thus, students with no interest in STEM prior to the college-based camp did benefit positively from the STEM mentoring opportunity.
Sexual Health Knowledge of Teachers
Author: Erten, Sinan
Date: 2019-00-00
Type: Journal Articles
Subjects: Sexuality,Health Behavior,Sex Education,Health Education,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Gender Differences,Marital Status,Knowledge Level,Foreign Countries

The aim of this study is to investigate the knowledge level of teachers regarding sexual health. The sample of the study consists of 462 teachers working at primary, middle and high schools in Turkey. As the study aims to determine the current status of teachers regarding sexual health knowledge, the relational screening model was used. The Cronbach's Alpha correlation coefficient was calculated and determined to be 0.782. t test and ANOVA were used for data analysis. The &quot;Sexual Health Knowledge Scale&quot; used within the scope of the sexual health course is a 5-point Likert scale and the possible score from the scale varies from 1 to 5. It is possible to say that the teachers had a high knowledge level regarding sexual health. Analysis showed that female teachers had a significantly higher knowledge level compared to male teachers, married teachers had a significantly higher knowledge level compared to single teachers, teachers who took the Sexual Health course during their undergraduate studies had a significantly higher knowledge level compared to teachers who did not, and teachers who received education regarding sexual health had a significantly higher knowledge level compared to teachers who did not.
The Development and Validation of Turkish Version of the Elementary Teachers&apos; Efficacy and Attitudes towards STEM (ET-STEM) Scale
Author: Sahin-Topalcengiz, Emine
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Likert Scales,Test Construction,Test Validity,Test Reliability,Elementary School Teachers,Self Efficacy,Teacher Attitudes,STEM Education,Factor Analysis,Factor Structure,Test Items

The purpose of this study was to adapt the Elementary Teachers Efficacy and Attitudes towards STEM Survey (ET-STEM scale; Friday Institute for Educational Innovation, 2012) into Turkish and test the validity and reliability of the instrument. ET-STEM was administered to 313 elementary teachers from different provinces of Turkey. Exploratory and confirmatory factor analyses were conducted to examine the structural validity of the scale. According to exploratory factor analysis results, the ET-STEM survey consists of nine factors. The values of Cronbach's alpha of the factors ranged from 0.891 to 0.964, and corrected item-total scale correlation ranged from 0.313 to 0.417. After the exploratory factor analysis performed, the ET-STEM was administered to 213 elementary school teachers. The results obtained from the confirmatory factor analyses demonstrated adequate reliability and validity for measuring the STEM competencies and attitudes of elementary school teachers.
Students&apos; Reading Ability Moderates the Effects of Teachers&apos; Beliefs on Students&apos; Reading Progress
Author: Egloff, Frank
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Reading Ability,Reading Comprehension,Reading Fluency,Reading Improvement,Beliefs,Constructivism (Learning),Teacher Influence,Grade 4,Elementary School Teachers,Elementary School Students,Foreign Countries

Teachers' beliefs about teaching have been found to affect students' learning growth. The aim of this study was to investigate effects of teachers' constructivist and direct-transmissive beliefs on learners' reading progress and whether these effects are influenced by students' ability. We measured constructivist and direct-transmissive beliefs of 29 teachers and the progress in reading fluency and reading comprehension of their students (N = 568) at eight points of measurement over one school year. Results of three-level latent growth curve modeling revealed that only teachers' global, but not reading specific constructivist beliefs, were generally positively related to learners' progress in reading fluency. Beliefs about teaching had no general effect on growth in reading comprehension, but the relation between constructivist beliefs and students' progress in reading comprehension was affected by students' prior skills. Teachers with stronger constructivist beliefs effected higher learning growth for high ability compared to low ability learners within their classrooms. No effects were found for direct-transmissive beliefs. This study adds a more differentiated view to findings concerning the effects of teacher beliefs by showing that effects vary depending on the skill under study (fluency vs. comprehension), and that effects of teacher beliefs may depend on students' ability.
Using Learning Analytics to Improve Students&apos; Reading Skills: A Case Study in an American International School with English as an Additional Language (EAL) Students
Author: Alexander Aristizábal, Jorge
Date: 2018-00-00
Type: Journal Articles
Subjects: Case Studies,International Schools,English for Academic Purposes,Data Analysis,Reading Improvement,Second Language Learning,Second Language Instruction,Foreign Countries,Computer Assisted Testing,Mathematics Skills,Reading Skills,Computer Software,Reflective Teaching,Teaching Methods,Reading Tests,Mathematics Tests,Visualization

This paper shows how an American International School in Vietnam has been using data and Learning Analytics to find out about students' learning from their assessments and how they use these findings to improve, among other areas, the reading skills of their mostly English as an Additional Language (EAL) student population. The source of data comes primarily from a Computer Adaptive Testing platform, commonly known as the MAP Growth test, which provides information about Math and Reading skills for each particular student. The data provided is transformed and presented to educational stakeholders through visualizations created in specialized software in order to dig into the data and answer the pedagogical questions emerged from teachers and administrators. This process involves a new field known as Learning Analytics and Visual Data Mining in order to find new information not usually evident in school datasets. The results indicate that teachers get immersed in a reflective process that improves student learning through action plans informed by learning analytics (LA); which could be seen as the scientific data behind the observations educators have traditionally done.
Heteroskedasticity in Multiple Regression Analysis: What it is, How to Detect it and How to Solve it with Applications in R and SPSS
Author: Astivia, Oscar L. Olvera
Date: 2019-01-00
Type: Journal Articles
Subjects: Multiple Regression Analysis,Least Squares Statistics,Statistical Analysis,Error of Measurement,Sampling,Statistical Inference,Computer Software

Within psychology and the social sciences, Ordinary Least Squares (OLS) regression is one of the most popular techniques for data analysis. In order to ensure the inferences from the use of this method are appropriate, several assumptions must be satisfied, including the one of constant error variance (i.e. homoskedasticity). Most of the training received by social scientists with respect to homoskedasticity is limited to graphical displays for detection and data transformations as solution, giving little recourse if none of these two approaches work. Borrowing from the econometrics literature, this tutorial aims to present a clear description of what heteroskedasticity is, how to measure it through statistical tests designed for it and how to address it through the use of heteroskedastic-consistent standard errors and the wild bootstrap. A step-by-step solution to obtain these errors in SPSS is presented without the need to load additional macros or syntax. Emphasis is placed on the fact that non-constant error variance is a population-defined, model-dependent feature and different types of heteroskedasticity can arise depending on what one is willing to assume about the data.
Silencing Racialized Humor in Elementary School: Consequences of Colormuting and Whiteness for Students of Color
Author: Yoon, Irene H.
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Racial Bias,Teaching Methods,Socialization,Race,Humor,Equal Education,Teacher Student Relationship,Minority Group Students,Decision Making,Intervention,Classroom Environment,Whites,Teacher Characteristics,Social Class,Gender Differences

Racial humor among students of color presents a sociopolitical dilemma for teachers, requiring rapid calculations of if and how to respond in ways that support an inclusive and equitable classroom climate. This analysis uses two instances of racial humor in an elementary classroom to unpack a White teacher's responses to students of color who were both creators of and audience to racial jokes. Starting from the point of affirming the teacher's decision to intervene, findings explore the ramifications of how intervening had multiple, layered consequences for the dynamics of silencing and racialization among students of color. The purpose of this approach is to model how to sift through the complications of silencing race talk and to support conceptual and practical conversations about anti-racist pedagogical moves in the midst of fleeting, meaningful moments in classroom socialization to race.
A Discussion on English Language Students&apos; Body Image: Beauty Standards and Fatness
Author: de Lima Bastos, Pedro Augusto
Date: 2019-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Human Body,Self Concept,Body Composition,Foreign Countries,Public Schools,Interpersonal Attraction,Physical Characteristics,Secondary School Students,Gender Differences,Student Attitudes,Teaching Methods,Obesity,Social Bias

In this qualitative study, we intend to discuss how adolescent students in a Brazilian public school classroom define their body image and personalize the themes &quot;beauty standards&quot; and &quot;fatness.&quot; Grounded on a critical approach to language teaching, these two social themes were problematized in eight lessons of &quot;Ensino Médio&quot; (secondary education). The discussion of the empirical material suggests that (1) body image is strongly connected to gendered relations, making life experiences of men and women different based on the bodies they have, and (2) beauty standard and fatness are strongly related to students' lives since twelve out of nineteen students personalized the themes by telling oppressive stories they went through because of their bodies.