ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of Nutrition Education on Nutritional Behavior, Academic and Sports Achievement and Attitudes
Author: Mukhamedzhanov, Emil
Date: 2023-00-00
Type: Journal Articles
Subjects: Nutrition Instruction,Academic Achievement,Student Athletes,Athletics,Foreign Countries,Student Attitudes,Student Behavior,Middle School Students

A vast number of researchers have investigated the impact of nutrition education on children's behavior and attitudes. In most of the studies, it has been revealed that health and balanced nutrition education has a positive effect on students' nutritional habits, body structure and academic achievement. The aim of this study is to determine whether the nutrition education program has an effect on students' nutritional attitudes and behaviors, sports attitudes and performance, and academic achievement. For this purpose, an experimental research design with pretest-posttest control group was used. A total of 60 students in the experimental and control groups participated in the research in Kazakhstan. The data of the study were collected with the 'Nutritional Behavior Scale', 'Attitude towards Nutrition Scale', 'Sport Performance Scale', 'Attitude towards Sports Scale' and 'General Academic Achievement Test'. According to the results of the study, the students who received the nutrition education program achieved positive nutrition attitudes and behaviors, higher sports performance and attitudes compared to the students in the control group who did not undergo any experimental procedure. However, no significant difference was found in the general academic achievement of the experimental and control groups.
Experiences of Mothers in Dealing with Stigma Related to Their Children with Autism Spectrum Disorder in the Saudi Context
Author: Sulaimani, Mona Fawzi
Date: 2022-00-00
Type: Journal Articles
Subjects: Mothers,Autism Spectrum Disorders,Foreign Countries,Mother Attitudes,Attitudes toward Disabilities,Preschool Children,Preadolescents,Emotional Response,Psychological Patterns,Social Bias,Barriers

It remains unknown to what extent mothers of children with Autism Spectrum Disorder (ASD) are stigmatized. Children with ASD require special care to increase their attention and master the necessary motor and behavioural skills. In most society, particularly Middle East and Africa, mothers are largely the care providers for children while their partners concentrate on financial provision. Therefore, mothers experience a lot of challenges and stigma from some partners, family members, and the society. This qualitative phenomenological research examined the experiences of 15 mothers regarding the stigma associated with their children autism in Jeddah, Saudi Arabia. The research examined mothers' beliefs about the positive and negative roles that culture, education, and health institutions play in this regard. Five broad themes emerged from the analysis: mothers' concerns; reactions to the child's diagnosis; difficulties obtaining an ASD diagnosis; difficulty accessing resources; and cultural stigma (people's reactions). The researcher explored the themes and challenges of ASD through literature review and field Research (interviews). Findings showed the need to change structural and societal approaches toward ASD to share the burden among all stakeholders alleviating pressure on mothers.
Analysing the Impact of Artificial Intelligence and Computational Sciences on Student Performance: Systematic Review and Meta-Analysis
Author: García-Martínez, Inmaculada
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Computation,Academic Achievement,Meta Analysis,Student Attitudes,Learning Motivation,STEM Education,Technology Uses in Education,Teaching Methods,Effect Size,Student Improvement,Program Effectiveness,Educational Benefits

Artificial intelligence (AI) and computational sciences have aroused a growing interest in education. Despite its relatively recent history, AI is increasingly being introduced into the classroom through different modalities, with the aim of improving student achievement. Thus, the purpose of the research is to analyse, quantitatively and qualitatively, the impact of AI components and computational sciences on student performance. For this purpose, a systematic review and meta-analysis have been carried out in WOS and Scopus databases. After applying the inclusion and exclusion criteria, the sample was set at 25 articles. The results support the positive impact that AI and computational sciences have on student performance, finding a rise in their attitude towards learning and their motivation, especially in the STEM (Science, Technology, Engineering, and Mathematics) areas. Despite the multiple benefits provided, the implementation of these technologies in instructional processes involves a great educational and ethical challenge for teachers in relation to their design and implementation, which requires further analysis from the educational research. These findings are consistent at all educational stages.
Design, Development and Validation of an Educational Methodology Using Immersive Augmented Reality for STEAM Education
Author: Delgado-Rodríguez, Santiago
Date: 2023-00-00
Type: Journal Articles
Subjects: Simulated Environment,Educational Technology,STEM Education,Art Education,Learning Processes,Secondary School Science,Biology,Geology,Secondary School Students,Validity,Learning Motivation,Student Attitudes,Technology Uses in Education,Teaching Methods,Teacher Education,Training,Design,Foreign Countries

The main objective of this study is the design and validation of an educational methodological model based on the use of immersive technological resources (Augmented Reality -- AR) to improve learning processes in secondary education science subjects (Biology and Geology). The process was developed based on three main quantitative studies: an exploratory study, a study of performance divided into three cases studies, and an attitudinal study. The information obtained was completed with a fourth qualitative study of the training of teachers who participate in educational technology. This research provides empirical evidence that allows validation of the methodological model developed to explain key concepts and to improve the level of motivation and acceptance of AR technology by students. The proposed model can induce improvements in educational processes in the field of STEAM when used with an immersive AR technological resource and an adapted digital evaluation system. It also demonstrates that teachers require specific training in connection with the creation and the adequate use of AR educational resources, and of digital evaluation systems as well. The results of this study have important implications for the field of education, demonstrating the potential of AR technology to improve learning outcomes and the need for teacher training in its use.
Experimental Analysis of the Effectiveness of a Cyber-Physical Robotic System to Assist Speech and Language Pathologists in High School
Author: Caldwell-Marin, Eldon Glen
Date: 2023-00-00
Type: Journal Articles
Subjects: Robotics,Allied Health Personnel,Speech Language Pathology,High School Students,Articulation Impairments,Intervention,Program Effectiveness,Foreign Countries,Special Schools,Adolescents,Young Adults,Mild Disabilities

This research focuses on whether the use of a cyber-physical robotic system (CPRS) to assist Speech and Language Pathologists (SLP) in a Special Education service is beneficial. The research method is based on a quasi-experiment with a 2k design and a two-way ANOVA, implemented with real high school students over 10 weeks. It was found that the use of this CPRT could improve, preliminarily and as an initial exploratory finding, therapeutic speech effectiveness up to 11.3 percentage points with a statistical confidence of 95%, when SLPs work with students with mild articulation disorder and a restricted time for therapy, but especially when the technology is used without time constraints. It is concluded that assistive CPRT could be a causal factor of improvement in specific treatments performed by SLPs, with the statistical evidence being sufficiently significant (95%) to maintain scientific and educational interest in this research line in the future.
How to Embed SRL in Online Learning Settings? Design through Learning Analytics and Personalized Learning Design in Moodle
Author: Lluch Molins, Laia
Date: 2023-00-00
Type: Journal Articles
Subjects: Learning Analytics,Learning Management Systems,Peer Evaluation,Higher Education,Metacognition,Task Analysis,Universities,Validity,Individualized Instruction,Learning Processes,Intervention,Technology Integration,Evaluators,Specialists,Models,Foreign Countries,Student Attitudes,College Students,College Faculty,Instructional Design,Teaching Methods

One of the main generic competencies in Higher Education is &quot;Learning to Learn&quot;. The key component of this competence is the capacity for self-regulated learning (SRL). For this competence to be developed, peer feedback seems useful because it fosters evaluative judgement. Following the principles of peer feedback processes, an online peer feedback proposal was created in the context of complex tasks in several degree courses (n = 448 students) at the University of Barcelona. A specific didactic sequence supported by digital technologies through Moodle was designed and validated after a deep analysis of the theoretical underpinnings of SRL models. A peer review proposal was ratified by the students, who pointed out the benefits of both receiving and, especially, giving feedback. The integration of Moodle tools with external tools such as Personalized Learning Design was highly valued by reviewers (n = 3 expert judges) and the possibilities for students to monitor their own progress through task completion was revealed as a positive aspect. Furthermore, the creation of personalized alerts to support learning processes also received a very high rating. The final model includes the changes derived from the validation process and suggests a reliable technology-supported intervention in an LMS, which is transferable to a larger scale.
Organizational Support for Entrepreneurial Orientation: The Perception of Professionals from Early Childhood Education Centers in Brazil
Author: Vieira, Luciana dos Santos
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Education,Early Childhood Teachers,Teacher Attitudes,Entrepreneurship,Educational Policy,Institutional Autonomy,Educational Administration

Entrepreneurial Orientation (EO) has become increasingly prominent in the public sector and in educational organizations. A policy for educational management based on EO has dimensions related to innovation, proactiveness, and risk-taking, which are preceded by organizational characteristics such as management support, discretion/autonomy, rewards/recognition, organizational boundaries, and time availability. The objective of this study is to analyze the organizational characteristics that influence EO in Municipal Centers for Early Childhood Education (&quot;Centros Municipais de Educação Infantil--CEMEIs&quot;) in Brazil. The study was conducted in a town in the state of Minas Gerais and involved 15 CEMEIs, applying questionnaires to education professionals as coordinators, monitors, and teachers, whose data were processed using descriptive statistics and a structural equation model. The results present a construct for validating organizational characteristics that can influence EO in public early childhood education organizations. However, autonomy and management support were the determinants of EO in the organizations studied. Finally, there are implications and considerations for policies and strategies in public educational organizations, indicating EO as a way to deal with contingencies, resource scarcity, the stimulation of (intra)entrepreneurial culture and even potential early childhood education for entrepreneurship.
Collaborative Learning to Foster Critical Reflection by Preservice Student Teachers within a Canadian-South African Partnership
Author: Kruger, Corné Gerda
Date: 2022-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Critical Thinking,Reflection,Partnerships in Education,Foreign Countries,Student Teachers,Computer Mediated Communication,Transformative Learning,Student Attitudes,Art Activities,Technology Uses in Education,Barriers

Teachers often enter practice with a narrow perspective of teaching. Through critical reflection, the minds of pre-service teachers can be opened to the bigger realities of teaching and social justice practice. Paired pre-service student teachers from two diverse university settings, Canada and South Africa, were immersed in a collaborative learning experience that involved exchanges through email, text messages, and artwork collages. As lecturers, we implemented action research to determine how to foster critical reflection by pre-service teachers from diverse education contexts. We anticipated the diverse contexts to serve as a disrupting incident in support of critical reflection and possibly also transformative learning. Findings confirm that the collaborative reflective learning across contexts supported the development of critical reflective skills and provided an opportunity for students to confront their own assumptions of ethical and moral teaching practice. Revised strategies are suggested to support deeper critical reflections in collaborative learning across teaching contexts to support transformative learning.
The Effect of an Extended Flipped Classroom Model for Fully Online Learning and Its Interaction with Working Memory Capacity on Students&apos; Reading Comprehension
Author: Diningrat, Syaiputra Wahyuda Meisa
Date: 2023-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Instructional Effectiveness,Electronic Learning,Distance Education,Short Term Memory,Reading Comprehension,Reading Ability,English (Second Language),Second Language Learning,Reciprocal Teaching,College Freshmen,Foreign Countries

The flipped classroom model is an innovative and increasingly popular pedagogical approach in higher education. However, despite its increasing popularity, few studies have elaborated on specific strategies to implement a flipped classroom model. This study has as its purpose to investigate the effect of an extended flipped classroom model for fully online learning and its interaction with working memory capacity on students' reading comprehension by means of a quasi-experimental study with a 2 x 2 factorial design in which a total of one hundred and twelve students participated for nine weeks. The two-way analysis of variance revealed that students' reading comprehension ability increased significantly in the extended flipped classroom model compared to that of students in the original flipped classroom. Students with a high WMC also largely outperformed their counterparts with a low WMC in reading comprehension, an interaction effect being thus identified between the instructional model and WMC as well. This paper concluded with a call to implement an extended flipped classroom model in reading courses and to undertake more specific types of research into the effectiveness of this model across different settings and language skills.
Use of Generative Adversarial Networks (GANs) in Educational Technology Research
Author: Bethencourt-Aguilar, Anabel
Date: 2023-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Networks,Educational Technology,Educational Research,Surveys,Technological Literacy,Pedagogical Content Knowledge,College Faculty,Data Analysis,Sampling,Sample Size

In the context of Artificial Intelligence, Generative Adversarial Nets (GANs) allow the creation and reproduction of artificial data from real datasets. The aims of this work are to seek to verify the equivalence of synthetic data with real data and to verify the possibilities of GAN in educational research. The research methodology begins with the creation of a survey that collects data related to the self-perceptions of university teachers regarding their digital competence and technological-pedagogical knowledge of the content (TPACK model). Once the original dataset is generated, twenty-nine different synthetic samples are created (with an increasing N) using the COPULA-GAN procedure. Finally, a two-stage cluster analysis is applied to verify the interchangeability of the synthetic samples with the original, in addition to extracting descriptive data of the distribution characteristics, thereby checking the similarity of the qualitative results. In the results, qualitatively very similar cluster structures have been obtained in the 150 tests carried out, with a clear tendency to identify three types of teaching profiles, based on their level of technical-pedagogical knowledge of the content. It is concluded that the use of synthetic samples is an interesting way of improving data quality, both for security and anonymization and for increasing sample sizes.
Chinese Dual Language Immersion Teacher Professional Learning Community
Author: He, Ye
Date: 2022-00-00
Type: Journal Articles
Subjects: Immersion Programs,Second Language Learning,Communities of Practice,Chinese,Preschool Teachers,Foreign Nationals,Teacher Attitudes,Teaching Experience,Human Capital,Social Capital,Teaching Methods,Foreign Countries,Language Teachers

To support the increasing numbers of Chinese language programs in the United States, there is a need to recruit and support highly qualified teachers. In this study, we described an online professional learning community (PLC) among a small group of Kindergarten Chinese teachers. All the teachers were visiting teachers with prior teaching experiences from China. Based on PLC meeting notes, artifacts, and individual teacher interviews, we explored teachers' development of human, social, and decisional capitals, and the impact of PLC on their instructional practices. Discussions and implications were also provided to further cultivate, sustain, and expand such professional learning opportunities for teachers from diverse backgrounds.
Teacher Educators&apos; Culturally Sustaining Pedagogy and Activism in Practice: A Multi-Institutional Collaborative Self-Study
Author: Chen, Xiufang
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Educators,Culturally Relevant Education,Activism,Teacher Attitudes,Reflection,Teacher Collaboration,Educational Practices

Rooted in critical pedagogy and situated learning theory, this collaborative self-study examined how six teacher educators from different institutions worked to improve their culturally sustaining pedagogy (CSP) and activism practice. Data sources included participants' weekly journals, critical friends' feedback, and field notes and audio-video recordings of virtual meetings. Through constant-comparative analysis, three major themes emerged: we engaged in recursive cycles of (re)conceptualizations of CSP and activism, our evolving conceptualizations (re)shaped our practice, and we built a communal responsibility-a deep seated commitment to the success of all group members. This study suggests collaborative critical reflection on CSP and activism is beneficial to practitioners, including teacher educators.
Toward an Understanding of Curriculum as Spiritual Text
Author: Wang, Wanying
Date: 2022-00-00
Type: Journal Articles
Subjects: Curriculum,Religious Factors,Educational Experience,Secondary Education,Reflection,Foreign Countries,Self Concept

This article illustrates how the dual processes of autobiographical reflection and academic study (&quot;currere&quot;) have contributed to my understanding of the spirituality of education. It begins with a short autobiographical account of my experience as a secondary school student which serves as a reference point for the rest of the paper. I then endeavour to untangle the multi-stranded concept of spirituality, based on a synthesis of appropriate literature. From this synthesis, I identify three constructs which, for me, have been most salient in the development of my understanding of the concept of spirituality of education: transcendence, sense of self and attunement. There follows sequential analysis of the how these constructs have contributed to my understanding, together with clarification of the coherence across them.
Including Homework and Employability Skills in Class Grades: An Investigation of Equitable Grading Outcomes in an Urban High School
Author: Griffin, Robert
Date: 2022-11-00
Type: Journal Articles
Subjects: Homework,Employment Potential,Job Skills,Grading,Urban Schools,High School Students,Equal Education,Mathematics Achievement,Summative Evaluation,Student Evaluation,Race,Socioeconomic Status,Poverty,Minority Group Students,Outcomes of Education

Historically, race and poverty have been contributing factors when considering gaps among students in their academic achievement. The purpose of this study was to determine how employability and homework scores within traditional points and percentages weighted grading models impact grades from an equity lens. This study analyzed 779 students' semester math grades at an urban high school to see if students' grades were inflated or deflated due to including homework and employability scores in the grade. Final grades which included homework and employability points were compared to each student's overall summative assessment scores to determine grade inflation or deflation. The study then analyzed if including homework and employability points in the grade helped or hurt student's grades based on race and socio-economic factors. In comparing grading results based on students' socio-economic statuses, there were statistically significant differences.
The Argument-Based Validation of a Large-Scale High-Stakes Vocabulary Test
Author: Rafatbakhsh, Elaheh
Date: 2022-11-00
Type: Journal Articles
Subjects: Vocabulary,College Entrance Examinations,Doctoral Programs,Test Validity,Test Items,Difficulty Level,Test Reliability,High Stakes Tests,Foreign Countries,Language Proficiency,English

The purpose of this study was to investigate the validity of the vocabulary subsection of a high-stakes university entrance exam for Ph.D. programs using the argument-based approach. All the three different versions of the test administered in a period of five years and the responses of 12,500 test-takers were studied. The study focused on four inferences of domain definition, evaluation, generalization and explanation mainly using corpus linguistics, the Rash measurement model and factor analysis. The results indicated substantial threats to the validity of the test in terms of vocabulary choice, item difficulty, item discrimination, construct representation, and reliability.