ethanporcaro/eric-fulltext-meta huggingface dataset:
Cyberostracism: Emotional and Behavioral Consequences in Social Media Interactions
Author: Galbava, Simona
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Social Isolation,Emotional Response,Young Adults,Behavior,Anxiety,Reflection,Self Esteem,Responses,Foreign Countries,Power Structure,Interpersonal Relationship

This study focuses on the effect of cyberostracism on social networking sites. Based on the temporal need-threat model of ostracism, we examined a) reflexive reactions, specifically worsened mood and threats to the four fundamental needs (i.e., belongingness, self-esteem, meaningful existence, and control), and b) reflective reactions, in the form of prosocial, antisocial, and avoidance behavior. We also focused on the role of social anxiety. Using the experimental tool Ostracism Online, we conducted an online experiment to manipulate ostracism, measure self-reported reflexive reactions, and measure reflective reactions in a newly developed cooperative financial game. The participants were 196 young Czech adults (age 18-30; 62% women). T-tests showed worsened mood and higher threat connected to all four of the fundamental needs in the reflexive stage in ostracized participants. Regression models showed that social anxiety had a small effect on reflexive reactions, but it did not moderate the effect of ostracism. The type of threatened need and social anxiety did not predict a reflective reaction. The only significant predictor of antisocial response was experienced ostracism. Even a mild form of ostracism such as the lack of reactions by strangers to a shared post can lead to negative emotional and behavioral consequences.
Examining the Impact of Sports on Secondary Education Students&apos; Life Skills
Author: Coskuner, Zeki
Date: 2021-00-00
Type: Journal Articles
Subjects: Athletics,Secondary School Students,Program Effectiveness,Foreign Countries,Interpersonal Competence,Daily Living Skills,Grade 5,Grade 6,Grade 7,Grade 8,Student Characteristics,Team Sports,Time Management,Communication Skills,Leadership Qualities,Teamwork,Emotional Development,Age Differences,Gender Differences,Instructional Program Divisions,Socioeconomic Status

Life skills are applicable psycho-social skills and abilities to develop desired qualities such as self-confidence and socialization. In this context, the research aims to investigate how participation in sports activities during secondary education affects an individual's life skills. In the research, the sample group consists of a total of 698 students, including 388 males and 310 females studying at secondary schools in Malatya province district in 2018-2019 academic year. In order to evaluate life skills acquired through sports, the scale with its original form Life Skills Scale for Sport (LSSS) was used. Statistical package program (SPSS 21 version) was used to analyze the data obtained in the research. Normality analysis tests were conducted on the data. As the result of the tests, it was observed that the data were not normally distributed and non-parametric tests were used for the analyzes. The Mann Whitney U test for binary comparisons and Kruscal Wallis H tests for multiple comparisons were utilized. In the study, the significance level was accepted as p &lt;0.05. The research findings showed that there were differences in the life skills of the sample group according to the variables discussed. As a result, it was concluded that middle school students' age, gender, class, sports and playing status in the school team made significant differences whereas the family income situation did not affect in shaping their life skills.
&quot;I Was Pushed out of School&quot;: Social and Emotional Approaches to a Youth Promotion Program
Author: Mireles-Rios, Rebeca
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Emotional Learning,Resilience (Psychology),Intervention,Dropout Programs,Dropouts,High School Students,Student Attitudes,Minority Group Students,Program Effectiveness,Peer Relationship,Teacher Student Relationship,Self Actualization

In this study, we analyze the effects of Project GRIT (Generating Resiliency and Inspiring Transformation), a six-week intervention program that worked with a group of high school &quot;pushouts,&quot; students who were encouraged to leave school, in a school district in southern California. We interviewed thirty-nine former high school students who &quot;dropped out,&quot; or were &quot;pushed out&quot; of school, 61.5% males (n=24) and 38.5% females (n=15). The mean age is 18.1 years and the sample consists of 27 Latino and 12 African American/Black youth. Findings indicate that an increase in healthy relationships with peers generates beneficial social and emotional skills, including increased communication, team-oriented thinking, projected self-actualization, trust, and development of self. We argue that storytelling is central to engaging and promoting at-promise students in the education system, providing them opportunities to overcome adversity, excel in academics, and expand their ability to build healthy relationships with others in their community.
From Ally to Activist: Embracing Activism as an Essential Component of Social Justice Educational Leadership to Combat Injustice in American Schools
Author: McIntosh, Michael L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Activism,Social Justice,Racial Bias,Instructional Leadership,Social Change,Change Agents,Advocacy,Teacher Role,Principals,English Language Learners,Students with Disabilities,Zero Tolerance Policy

Educational leaders must embrace activism as central to their efforts to combat racism and other unjust policies in schools. Social justice activism is an intentional action with the goal of bringing about positive social change. It requires leaders to accept their responsibility to actively resist exclusion, prejudice and injustice in our educational system, despite internal or external pressure from others who may thwart their efforts to promote social justice. The aim of this article is to bring to the forefront how social justice education leadership and social activism must be coupled as essential tools within the blueprint to end injustice. This article begins with defining the terms: ally (alliance), advocate (advocacy) or activist (activism) as they relate to social justice leadership in education and places them upon a newly constructed continuum (Social Justice Action Continuum) to battle overt racism and the &quot;New Racism&quot;. The continuum recognizes that educational leaders need an objective measure of their level of commitment to lead social change to fully understand the benefits and consequences. The article proposes a paradigm shift in educational leader preparation, which focuses on social justice activism.
Educational Practices That Decrease Opportunity Gaps in Literacy
Author: Feliz, Virginia Araceli
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Diversity,Cultural Differences,Language Usage,Evidence Based Practice,Teaching Methods,Literacy Education,Achievement Gap,English Language Learners,Social Bias,Culturally Relevant Education,Code Switching (Language),Bilingual Students,Teacher Competencies,Equal Education,Family Involvement,School Culture

Historically, research in regards to the instruction of culturally and linguistically diverse students focuses predominantly on a comparison to mainstream culture as well as the use of primary language separate from the second language. The traditional approach focuses on a deficit lens, or perceived deficiencies of culturally and linguistically diverse students in comparison to a mainstream monolingual culture. This research perspective establishes one language and as a result, one culture, as dominant. Despite a large body of research on the need for high quality rigorous instruction to support linguistically and culturally diverse students, minimal research focuses on instructional approaches to support diverse student literacy. This paper discusses a review of the current research literature specific to evidence based practices to support academic literacy development in students of culturally and linguistically diverse backgrounds. Overall, the research findings suggest that traditional approaches to academic literacy instruction are inadequate for developing academic literacy in culturally and linguistically diverse students.
Skill Identity: Creating Social Capital and Social Justice
Author: Bernstein, Eve
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Capital,Social Justice,Physical Education,Competition,Middle School Students,Identification (Psychology),Skill Development

Many experiences in physical education class focus around competitive activities. Middle school is an important time for students, as they shape their physical identity. Creating a foundation of skill during these activities, may promote a lifetime of future physical behaviors. Therefore, attaining physical skill can create social capital, ultimately a form of social justice, as individuals may use this foundation to be physically active throughout their lives. During middle school, however, physical activity declines. This decrease in physical activity, perhaps, limits physical possibilities later in life. To examine this injustice, the term &quot;skill identity&quot; has been created. Skill identity acts as a new lens for educators to reflect on their practice. The following will be discussed: a) competitive activities and physical education class (skill, identity, and social justice and injustice), and b) identity, social capital, and justice (creating strong or weak skill identities, the teacher, and gender and race).
Making Data Playable: A Game Co-Creation Method to Promote Creative Data Literacy
Author: Werning, Stefan
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Data Interpretation,Creativity,Data Analysis,Design,Graduate Students,Workshops,Teaching Methods,Educational Games,Critical Thinking,Educational Technology,Technology Uses in Education

This article explores how making data playable, i.e. developing exploratory co-creation techniques that use elements of play and games to interpret small to mid-sized datasets beyond the current focus on visual evidence, can help a) promote creative data literacy in higher education, and b) expand existing definitions of data literacy. The article briefly investigates playful characteristics in existing data practices, and discusses how this perspective compares to existing frameworks that define data literacy. In a second step, we present a Discursive Game Design technique to promote creative data literacy. The article reports on findings from a sample workshop, during which students explored how modifying small, hybrid games based on real-world datasets can alter players' interpretation of the data, but also their perception of how the games operate as epistemic objects within data analysis. Finally, we formulate recommendations on how to adapt the technique to different educational settings.
Fostering Teacher Educators&apos; Professional Development through Collaborative Action Research
Author: Bilican, Kader
Date: 2021-00-00
Type: Journal Articles
Subjects: Faculty Development,Teacher Educators,Beginning Teachers,Communities of Practice,Collegiality,Teacher Collaboration,Active Learning,Inquiry,Science Laboratories,Elementary Education,Science Education,Preservice Teacher Education,Foreign Countries

This study reports on the experience of three novice science teacher educators as their journey on unpacking and scrutinizing their inquiry implementation. In this study, the three science teacher educators formed a critical inquiry group and engaged in collective action research to identify weaknesses and strengths in their instruction of inquiry as they attempted to teach a science laboratory course for future primary teachers and develop new knowledge about how to best promote inquiry in their laboratory courses. For this purpose, the novice science teacher educators engaged in inquiry collaboratively within a learning community to improve their own professional development through a whole semester. Data was collected by use of audio-recorded planning and reflection meetings, written weekly reflections, and pre-interviews and post-interviews with three researchers and final written reflection. Data collection was continuous and spanned through the fall semester of the science laboratory course offered in a primary teacher education course. Analysis of the findings revealed the reflection and the construction of collegial relationship between science teacher educators enabled them to view them as science educators through new lenses. The implications derived from the data, served to inform science teacher educators regarding the professional development of novice science teacher educators through forming collaborations in which they questioned and pursuing the theoretical and practical bases for their practice.
Rapid Shifts in Educators&apos; Perceptions of Data Literacy Priorities
Author: Fontichiaro, Kristin
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Information Literacy,Data,School Libraries,Librarians,Library Instruction,Librarian Teacher Cooperation,Literacy Education

To meet the challenges of a data-driven society, high school students need new arrays of literacy skills. In the United States, school librarians, who work across disciplines, are well-positioned to help students improve their data practice, but they first need new domain knowledge. This article presents findings from an evaluating survey and session evaluation data from a virtual data literacy conference, which were part of a federally-funded project to develop data literacy skills among high school librarians and educators. Findings indicated a noticeable shift in participant perceptions of the need and urgency for data literacy instruction across content areas and grade levels concurrent with implementation of content-area data literacy standards. While the conference was geared toward high school educators and librarians, participants represented a broad audience of K-12 educators and K-20 librarians. The findings provide a valuable snapshot of shifting educational standards and priorities, along with needed pedagogical support and resources.
Technology Criticism and Data Literacy: The Case for an Augmented Understanding of Media Literacy
Author: Knaus, Thomas
Date: 2020-00-00
Type: Journal Articles
Subjects: Media Literacy,Critical Literacy,Information Technology,Criticism,Mathematics,Artificial Intelligence,Technology

Reviewing the history of media literacy education might help us to identify how &quot;creating media&quot; as an approach can contribute to fostering knowledge, understanding technical issues, and to establishing a critical attitude towards technology and data. In a society where digital devices and services are omnipresent and decisions are increasingly based on data, critical analysis must penetrate beyond the &quot;outer shell&quot; of machines -- their inter&quot;faces&quot; -- through the technology itself, and the data, and algorithms, which make these devices and services function. Because technology and data constitute the basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. This article examines the relevance of this broader definition of literacy and delivers a forward-looking defense of media literacy education in schools. It also posits the thesis that the digital transformation represents a challenge, which is confronting society, politics, and education alike.
The Importance of Consulting Children and Young People about Data Literacy
Author: Robertson, Judy
Date: 2020-00-00
Type: Journal Articles
Subjects: Children,Adolescents,Elementary School Students,Secondary School Students,Student Attitudes,Data Use,Decision Making,Information Skills,Skill Development,Knowledge Level,Relevance (Education),Privacy,Childrens Rights,Data Collection,Learning Activities,Freehand Drawing,Foreign Countries,Citizenship Education,Media Literacy

Given the importance of data skills to the economy and the skills shortage within data science, educational policy makers have identified the importance of including technical and analytical data skills in the school curriculum. An equally important aim is to educate children and young people to become &quot;data citizens&quot; who are aware of the current uses of data in society, able to use data to make decisions in their lives, and are actively engaged in critiquing the societal implications of future uses of data. The paper will explore the meanings of data citizenship, in light of the findings of a consultation with 96 children and young people (aged between 10 and 16 years old), from 11 schools in South East Scotland and the wider conceptual debates on citizenship and children and young people's rights to privacy, participation, and education.
Instructional Explanations of Class Teachers and Primary School Mathematics Teachers about Division
Author: Korkmaz, Ebru
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Elementary School Students,Mathematics Instruction,Mathematics Teachers,Elementary School Teachers,Division,Language Usage,Foreign Countries,Teacher Attitudes,Grade 5,Outcomes of Education,Difficulty Level,Content Analysis,Logical Thinking

This study is a qualitative research which was conducted in order to reveal the instructional explanations of class teachers and primary school mathematics teachers working in state schools about division. A semi-structured interview form with three open-ended questions about division, prepared for this purpose, was examined by the experts. The semi-structured interview form inluded three questions asking the teachers to solve the long division operations of 3385: 13 = ?, 1238: 12 =? and 102102: 12 =? using the mathematical table of digits with a descriptive language as if they were telling the primary school students the solutions. While the first two questions were suitable with the 5th grade learning outcomes, the third question was suitable with a high level learning outcome. The main purpose of asking the 3rd question was to evaluate the instructional explanation of the teachers in a problem of different difficulty. The study group consisted of 34 teachers, 16 of whom were primary school mathematics teachers and 18 of whom were class teachers, working at central primary schools in a province located in Eastern Anatolia region of Turkey. The content analysis of the data showed that not all of the teachers could interpret the operation of division regarding the concept of digit accurately, and their division was result and reasoning oriented. However, it was found that few teachers made generalizations in a similar way. It was also seen that teachers who were at problem-solving level according to Kinach's (2002b) comprehension level framework could not make sense of the logic underlying the division. In addition, the reason why zero (0) was moved to the quotient and when the divisor sought in remaining number should be completed by the teachers could not be clarified because they did not know the logic of the division.
Investigation of the Effect of Teacher Training Programs on Reflective Thinking: ALACT Model
Author: Kaya, Gökhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Program Effectiveness,Reflection,Preservice Teachers,Thinking Skills,Skill Development,Undergraduate Students,Foreign Countries

The purpose of the current study is to investigate the contribution of teacher training programs to the development of reflective thinking in pre-service teachers and the state of their using reflective thinking skills according to the ALACT model. Although the study carried out is quantitatively-focused research, the methods of qualitative research were used to show how the participants used the examined variable. Therefore, the study was conducted using an exploratory mixed design. The study participants are 277 first-year and fourth-year pre-service teachers (211 females and 66 males) attending a state university. The participants of the qualitative dimension of the study are 20 fourth-year pre-service teachers selected through the convenience sampling method. As data collection tools, the &quot;Reflective Thinking Tendency Scale (RTTS)&quot;, reflective thinking writings, and teacher training programs were used. According to the ANCOVA results, there is no significant difference between the pre-service teachers who are in the first year of their undergraduate education and the pre-service teachers who are in the last year of their undergraduate education. It was also concluded that the fourth-year pre-service teachers did not experience any reflective thinking process in the majority of their applications, and the ones who experienced such a process experienced it at the basic level (1st3rd level). In light of the findings of the current study, it can be suggested that reflective thinking skills should be emphasized more clearly and that teacher training programs should be structured according to various reflective thinking models such as ALACT.
Trends on Science Education Research Topics in Education Journals
Author: Karampelas, Konstantinos
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Trends,Educational Research,Science Education,Periodicals,Journal Articles,Scientific Literacy,Science Instruction,Teaching Methods,Instructional Effectiveness,Misconceptions,Qualitative Research

This research aims to identify the trends in the field of science education, during the last decade. Generally, these trends are compatible with the developments in the field of science education, which mostly emphasize teaching practices and methods. Similar projects have been carried out during previous decades, focusing on research articles published in journals specializing in science education. Instead, the emphasis of this study is on journals that focus generally on the field of education research. The findings show that there are articles in these journals addressing science education and overall, they reflect the developments in the research of the particular field.
Factors Explaining Business Student Attitudes towards Mathematics: Does Gender Still Matter?
Author: Opstad, Leiv
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Business Schools,Mathematics,Gender Differences,Personality Traits,Background,Career Choice,Self Esteem,Value Judgment,Student Motivation,Psychological Patterns,Undergraduate Students

The purpose of this paper is to identify factors that can explain the attitudes of business students towards mathematics, using data from a business school in Norway. This article focusses on gender, personality traits (Big Five Model) and mathematical background. The independent variables were investigated simultaneously using a linear regression model. Mathematical abilities are important for success in business studies, and therefore, attitudes towards mathematics matter, since they will affect students' effort and their choice of further studies. It was found that mathematical background has the strongest effect on student attitudes towards mathematics. Personal characteristics also explain the variation in the attitudes towards mathematics to some degree. Gender has little or no impact on the dependent variable. If there is any gender difference it is in favour of female students.