ethanporcaro/eric-fulltext-meta huggingface dataset:
A Study of Factors Affecting Science Achievements of Junior High School Female Students
Author: Liu, Chun-Chu
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Achievement,Females,Foreign Countries,Junior High School Students,Gender Differences,Grade 8,Early Adolescents,Student Attitudes,Student Interests,Value Judgment,Self Esteem,Influences

This research was the first research integrating decision making trial and evaluation laboratory (DEMATEL) and structural equation modeling (SEM) to analysis factors, including interest in science, value in science and confidence in science, affecting female students' science achievements from the Trends in International Mathematics and Science Study (TIMSS) 2011. The research constructed two causal models base on mutual effect of value in science and confidence in science by DEMATEL analysis. The causality of two factors in model 1 was value in science affected confidence in science and model 2 vice versa. According to the results of SEM analysis, fit indices of CFI, GFI and AGFI in model 1 were 0.851, 0.796 and 0.745; in model 2 were 0.818, 0.772, and 0.873. And results showed that female students had better fitness in model 1; in other words, the causality of value in science to confidence in science might have an important effect on the science achievement of female students. Lastly, these findings could provide not only a different perspective for future researches but also a useful insight as a reference for policy making and improvement by relevant decision makers.
The Greenfield Path to School Improvement
Author: Hess, Frederick M.
Date: 2021-05-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Change,Teacher Effectiveness,Government Role,State Government,Educational Policy,Change Strategies

In this article, Frederick Hess discusses a concept he calls &quot;greenfield schooling.&quot; The premise is simple: Profound educational improvement requires more than fine-tuning systems that have evolved over two centuries; it requires policymakers and educational leaders to revisit organizing assumptions about the grammar of schooling. In short, the greenfield approach to school improvement eschews grand solutions in favor of fertilizing the soil so healthy, vibrant reform can shoot up organically. Herein, Hess points out how U.S. schools might have benefited more from this organic, evolutionary approach over grand solutions and big, sweeping actions; discusses how the greenfield approach can be applied to teacher quality; and outlines the opportunities this approach provides for state policymakers to champion creative approaches and fund promising pilots.
Development and Validation of a Survey Instrument (AKA) towards Attitude, Knowledge and Application of STEM
Author: Wahono, Bevo
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Science Teachers,Science Instruction,Science Tests,Test Construction,Content Validity,Construct Validity,Test Reliability,Factor Analysis,STEM Education

The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.
Equity and English Learners Post-Pandemic
Author: Sugarman, Julie
Date: 2021-09-00
Type: Journal Articles
Subjects: English Language Learners,Equal Education,Public Schools,State Aid,Federal Aid,Educational Finance,Financial Support,Data Use,Decision Making,Faculty Development,Family School Relationship,School Community Relationship,Educational Legislation,Elementary Secondary Education,Federal Legislation

During the COVID-19 pandemic, immigrant and linguistically diverse families have both borne the brunt of America's job losses and are overrepresented in professions that are considered essential to the country's response and recovery. Children in these households have experienced increased economic and food insecurity, instability in their child care, and trauma. Moreover, language barriers, poor digital literacy skills among parents, inequitable access to appropriate digital devices and robust internet, and lack of digital instructional resources for English learners (ELs) affected the quality of students' home learning environments during remote learning. Predictably, ELs have experienced setbacks in their English language development, academic learning, and social and emotional health due to more than a year of interrupted learning. As the pandemic recedes, schools approach normalcy, and a historic investment of federal education dollars flows to states and school districts, state education leaders face the exceptional responsibility of charting a new course for public schools and the ELs whom they serve. In this article, Julie Sugarman begins by emphasizing the need for states to provide technical assistance to schools on the use of state and federal funds and monitor whether schools used equitable shares of those funds on resources specifically tailored to EL needs. She goes on to discuss: sources of data that policymakers can access for useful information about how well schools serve ELs; ways state and school systems can ensure teacher training and professional learning for EL specialists and general classroom teachers; and strategies school districts found themselves experimenting with to inform and support ELs and their families during the pandemic.
Online Language Learning in Times of Crisis: Hindrance or Opportunity?
Author: Balbay, Seher
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Pandemics,COVID-19,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Teacher Student Relationship,Feedback (Response),Language of Instruction,Student Attitudes,Educational Change,Foreign Countries,Language Teachers,Learning Processes,Computer Software,Distance Education,College Students

The COVID-19 pandemic has brought many changes to the way teachers teach and students learn. Although there is a surplus of research on online education, the transition period to online education is also worth investigating. This study set out to explore language learners' perceptions of how they were impacted by emergency remote teaching (ERT). All the participants were students attending an English medium university in Turkey. The mode of teaching, changes in teacher-student and student-student interaction, online tools and materials used in the courses were investigated by a comprehensive self-developed online survey and the data were triangulated later by semi-structured interviews conducted with the volunteering participants. Most found the transition to ERT demanding, particularly the loss of face-to-face interaction; however, some students benefited from being able to better regulate their own learning process thanks to the recorded lectures and online materials. Students also appreciated receiving regular feedback from instructors about their progress.
Pre-Service Teachers&apos; Decoding Skills in Information and Communication Technologies and Critical Thinking Dispositions
Author: Akgül, Hakan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Critical Thinking,Coding,Computer Literacy,Foreign Countries,Personality,Information Technology

This research aims to examine the relationship between the critical thinking dispositions of preservice teachers and their decoding skills in information and communication technologies (decoding skills-ICT). As a research method, survey and correlational research models from quantitative research approaches were used. Research universe is a Faculty of Education at a state university in Turkey. With the use of the convenience sampling method, 262 preservice teachers who voluntarily participated in the online survey constitute the sample of the research. The research data were obtained using the Marmara Critical Thinking Dispositions Scale (MCTDS) and the Decoding Skills in Information and Communication Technologies (decoding skills-ICT) Scale in the 2020- 2021 academic year. Among the significant findings of the study are that the average scores of preservice teachers for decoding skills-ICT are at an average level and the average scores for critical thinking dispositions are high. Finally, it has been found in the study that there is a moderately positive relationship between critical thinking dispositions and decoding skills-ICT. According to regression analysis, decoding skills-ICT explains 17.8% of the variance of critical thinking dispositions. This study also aimed to investigate the relationship between decoding skills-ICT and different higher-level thinking skills and to examine the impact of attitudes, dispositions, and skills of different groups of participants on decoding skills-ICT.
Seize the Moment: Double Down on Authentic Learning
Author: Martinez, Monica R.
Date: 2021-05-00
Type: Journal Articles
Subjects: Authentic Learning,Active Learning,Student Projects,Distance Education,COVID-19,Pandemics,Access to Computers,Disadvantaged,Public Schools,Electronic Learning,Elementary Secondary Education

When COVID-19 first disrupted the routines and traditions that constitute school, many teachers grappled for the first time with online instruction, often with little experience or support. The experience of the past months has demonstrated that those who could transition seamlessly to online or hybrid models were already delivering authentic, project-based learning tied to students' interests or experiences, real problems, and events--and leveraging technology to do it. This article discusses: (1) lessons learned from the creative efforts of educators striving to engage their students in authentic learning; (2) closing the digital divide; and (3) supporting authentic learning. As the nation emerges from the pandemic and establishes new routines for school, the lessons drawn from schools and districts around the country provide a way to rethink and reinvent school.
Aesthetic Perception Scale: Validity and Reliability Study
Author: Karaca, Nuray
Date: 2021-09-00
Type: Journal Articles
Subjects: Aesthetics,Perception,Measures (Individuals),Test Validity,Test Reliability,Social Media,Females,Young Adults,College Students,Self Concept,Physical Characteristics,Human Body,Consumer Economics,Advertising,Mass Media Effects,Foreign Countries

The aim of this study is to build a measurement tool to survey the aesthetical development of the social network &quot;Instagram&quot; on women and to define its psychometrical qualities. The research is a descriptive and quantitative study designed with a screening model. This Aesthetic Perception Scale is based on a proper literature survey and expert opinions. Purposive and criterion sampling methods were used while determining the sampling of the study. 716 women studying in the cities of Agri, Erzurum, Istanbul and Izmir were involved in the study. The data were collected via scale, which was developed by the researcher. Explanatory factor analysis was conducted within the research in order to present proves for the findings of the measurement tool. A scale of three factors and 36 items was developed at the end of the research. In order to present proof for the reliability of the data collected by the scale; Cronbach Alpha (a) reliability co-efficients were calculated. As a result, it is found that the scale is a valid and reliable tool of measurement in its field. Therefore; this respective measurement tool is recommended to be used while defining the aesthetical perceptions of women.
An Analyzing of the Relationship between Exercise Addiction and Obesity Awareness
Author: Zengin, Samet
Date: 2021-09-00
Type: Journal Articles
Subjects: Correlation,Exercise,Addictive Behavior,Physical Activity Level,Obesity,College Students,Gender Differences,Nutrition,Life Style,Health Behavior,Knowledge Level,Foreign Countries

Depending on the developing technology, individuals started to pursue a less active lifestyle. The sedentary lifestyle has brought along many health problems. One of these health problems is obesity. Awareness of obesity is important for individual health. One of the applications that can be implemented to cope with obesity is exercise. This study aims to analyze the relationship between university students' exercise addiction and obesity awareness. Therefore, 249 university students (132 males, 117 females) participated in the study. In the study, the &quot;Exercise Addiction Scale&quot; developed by Tekkursun-Demir, Hazar and Cicioglu (2018) and the &quot;Obesity Awareness&quot; scale developed by Allen (2011) and adapted to Turkish culture by Kafkas and Özen (2014) were used as data collection tools. Data were analyzed with descriptive statistical methods, t-test for independent groups and one-way variance (ANOVA). Correlation test was employed to determine the relationship between exercise addiction and obesity awareness. As a result of the research, it was determined that students' awareness of exercise addiction and obesity was at a moderate level. It was determined that exercise addiction had a significant effect on average the number of steps taken per day. Besides, it was determined that there was a low level of a positive relationship between exercise addiction and obesity awareness.
Investigation of Pre-Service Elementary Mathematics Teachers&apos; Understanding on Solids
Author: Karakus, Fatih
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Elementary School Mathematics,Definitions,Geometry,Geometric Concepts,Concept Formation,Misconceptions,Foreign Countries,Public Colleges

The aim of the present study is to determine the elementary pre-service mathematics teachers' understanding on solids. For this purpose, pre-service teachers' definitions and drawings of these objects were examined. Qualitative research method was used. A written questionnaire consisting of sixteen open-ended and multiple-choice questions was conducted with 127 elementary pre-service mathematics teachers chosen by convenience sample which is one of non-random sampling method. The collected qualitative data were analyzed by both descriptive and content analysis. The results revealed that pre-service teachers made insufficient connections among cylinder, prism, cone and pyramid. So, it can be said that their understanding about solids was weak and procedural.
Mathematics Teacher Education in Turkey through the Lens of International TEDS-M Study
Author: Ertas, Günes
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Teachers,Teacher Education Programs,Preservice Teachers,Mathematics Instruction,Knowledge Base for Teaching,College Freshmen,College Seniors,Elementary School Mathematics,Secondary School Mathematics,Teacher Competencies,Pedagogical Content Knowledge,Translation,Turkish

This paper is a part of a broader study which aims to investigate mathematics teacher candidates' mathematical knowledge for teaching (MKT) by using the Turkish translated versions of TEDS-M (Teacher Education and Development Study in Mathematics) Primary and Secondary Released Items. The sample of the study comprised freshman (first year) and senior (fourth and fifth year) students from primary and secondary mathematics teacher education programs. Firstly, this study aimed to examine differences in MKT of teacher candidates at the beginning and at the end of their undergraduate education. For both departments, senior students had statistically significant higher scores than freshman students. Secondly, this study also aimed to examine participating Turkish preservice mathematics teachers' mathematical knowledge for teaching by using international results of TEDS-M Study. Participating senior preservice teachers' correct response percentages were higher than international average in all domains except &quot;data&quot; in primary level, and &quot;data&quot;, &quot;mathematical modelling&quot; and &quot;symmetry&quot; in secondary level. The common content domains where primary and secondary preservice teachers' percentages were lower than international average is &quot;data&quot;. In this paper, these areas will be examined within the context of Turkish education.
Negotiating Identity within Diverse Educational Ideologies
Author: Poulaki Mandt, Hege Marie
Date: 2021-06-00
Type: Journal Articles
Subjects: Self Concept,Educational Philosophy,Professional Identity,Teacher Education Programs,Teaching Methods,Mathematics Instruction,Learning Processes,Phenomenology,Mathematics Teachers,Educational Experience,Teacher Role,Preservice Teachers,Student Attitudes,Foreign Countries,Elementary School Teachers,Secondary School Teachers

We know that teachers' identities and their ideological assumptions of teaching and learning mathematics are critical in influencing their teaching and thinking about classroom practices. To better understand prospective mathematics teachers' identity during teacher education, this study investigates how two participants negotiate their identity within the different ideologies they experience during their teacher education program. This study takes the position that prospective mathematics teachers' identities are understood in terms of the narratives they construct and tell about themselves and others. By using Interpretive Phenomenological Analysis (IPA), this study reveals that the participants either experienced a non-negotiation of identity or a negotiation of a new identity. We know that prospective mathematics schoolteacher's identity and ideology have substantial consequences for the teaching and learning of mathematics. The educational ideology of mathematics, within the context of their teacher education program, can further shape the prospective teacher's identity about the discipline. This study suggests greater focus on prospective mathematics teacher identities and ideologies and indicates the support they need through teacher education to be equipped for their future role as mathematics teachers.
An Investigation of University Students&apos; Quality of Life and Exercise Awareness
Author: Çakiroglu, Temel
Date: 2021-09-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Characteristics,Females,Quality of Life,Exercise,Health Behavior,Student Attitudes,Predictor Variables,Parent Background,Educational Attainment,Family Income,Departments,Affordances,Barriers,Foreign Countries

The aim of this study is to examine university students' quality of life and perceptions of exercise benefits and barriers according to the variables of department, class, family income, mother's education and father's education status. The research was designed in relational screening model. In this context, a total of 162 female university students studying at Gazi University Faculty of Sports Sciences, Department of Coaching, Sports Management and Recreation voluntarily participated in the study. As data collection tools in the research; Personal Information Form, Exercise Benefit/ Barriers Scale and Quality of Life Scale prepared by the researchers were used.In the analysis of the data, descriptive statistics, independent sample t-test, One-Way ANOVA, Pearson Product-Moment Correlation test were used. When the findings obtained within the scope of the research were examined, it was determined that there was a significant difference between the participants' quality of life and exercise awareness levels and demographic variables within the groups. However, when the relationship between the participants' quality of life and exercise awareness levels was examined, it was determined that there was a positive and significant relationship between quality of life and exercise benefit.
Global Learning Using Biology PBL: A Texas-China Collaboration in Middle Grade Genetics
Author: O'Connor, Blair
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,21st Century Skills,International Cooperation,Science Education,Biology,Genetics,Middle School Students,STEM Education,Problem Based Learning,Science Process Skills,Institutional Cooperation,Global Education,Cultural Awareness

Twenty-first century and global skills are generally described as competencies for communication and problem solving. Additionally, these skills involve developing the ability to view content-specific issues through a multicultural perspective. Preparing K-12 students for STEM careers in an ever-changing workplace means they must have opportunities to concurrently acquire skills in twenty-first century and global learning. Additionally, the professional biology community has called for advancing middle grades students' knowledge of complex scientific phenomena using novel pedagogies like Project-Based Learning (PBL). Thus, middle grade educators are now tasked to design classroom opportunities for STEM-focused PBL using global interaction to hone global and twenty-first century skills, while developing students' content knowledge. In this article, we provide an account of a classroom-centered project that paired middle school students in Texas with Chinese peers to collaborate on a biology-based PBL activity on the topic of genetics. During the seven-day unit on heredity, the goal was to utilize global collaboration in STEM to achieve learning objectives in the biology curriculum (understanding inheritance and differentiating between dominant and recessive traits), while embedding skills that foster global competency and twenty-first century skills. The context, planning, and outcomes of the global collaboration are discussed, as well as recommendations for future global collaborative STEM initiatives in middle school.
Evaluating the Alignment between the Grade 9 Mathematics Annual National Assessment and the TIMSS Test Items
Author: Dhlamini, Zwelithini Bongani
Date: 2021-08-00
Type: Journal Articles
Subjects: Alignment (Education),Grade 9,Achievement Tests,Foreign Countries,Mathematics Achievement,Mathematics Tests,Elementary Secondary Education,International Assessment,National Competency Tests,Test Items,Knowledge Level,Concept Formation,Problem Solving,Probability,Algebra,Geometry,Number Concepts

In the study reported on here I evaluated the alignment between the Annual National Assessment (ANA) and Trends in International Mathematics and Science Study (TIMSS). Theoretical perspectives were drawn from the Survey Enacted Curriculum (SEC), while quantitative correlational methods were used to determine the alignment between ANA and TIMSS using 2 variables in the assessments, topics and cognitive levels. The research design was the correlational prediction design. The evaluation revealed that the Porter's alignment index between ANA and TIMSS was 0.657 in 2012, 0.728 in 2013 and 0.681 in 2014. Statistically, this was significantly low at the Alpha level of 0.05, in accordance with Fulmer's critical values at 20, 60 and 120 standard points. The low statistical significance of the alignment indices justifies discrepancies in topics and cognitive levels for ANA and TIMSS, justifying misalignment in what was tested in the two assessments. It is recommended that alignment studies be sanctioned frequently by the ANA developers as one of many measures to gauge the performance of the curriculum both in a national and international context.