ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Gazi Functional Vision Assessment Instrument
Author: Safak, Pinar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vision Tests,Diagnostic Tests,Vision,Visual Impairments,Elementary School Students,Middle School Students,Test Construction,Item Response Theory,Test Reliability,Test Validity,Scoring,Scores,Interrater Reliability

This study aimed to develop a valid and reliable instrument that measures the functional vision of students with low vision. Thus, an assessment tool and performance activities were developed for three vision skill groups (near vision skills, distance vision skills, and visual field) that include functional vision skills. The universe was 1485 students studying in various primary and middle schools (from 2nd to 7th grades) affiliated to the Ministry of National Education, and simple random sampling was used to select 310 students. The data were collected using the Gazi Functional Vision Assessment Instrument developed by the researchers. Many-facet Rasch model and generalizability theory were used for the rater reliability of the measurements obtained from the instrument, while discriminant analysis was used for the validity of the measurements. The analysis showed that the measurements were reliable, and the inferences based on these measurements were valid. Thus, this instrument can be used to identify and assess the functional vision status of students with low vision.
Lifestyle Sports and Physical Education Teachers&apos; Professional Development in the United Kingdom: A Qualitative Survey Analysis
Author: Leeder, Thomas M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Life Style,Athletics,Physical Education,Physical Education Teachers,Faculty Development,Foreign Countries,Professional Continuing Education,Pedagogical Content Knowledge,Preferences

Lifestyle sports can contribute to national sport and physical activity agendas. However, schools in the United Kingdom (UK) have generally resisted the implementation of such activities within the physical education (PE) curriculum. This may stem from PE teachers' limited knowledge and restricted engagement with lifestyle sports continuing professional development (CPD), coupled with the dominance of traditional team sports within the PE curriculum. Consequently, the aim of this research was to explore the opportunities and challenges PE teachers in the UK encounter when delivering lifestyle sports, in addition to understanding their current professional development needs to enhance their practice. Data were collected via an online qualitative survey involving 53 UK-based PE teachers. Following a &quot;reflexive&quot; thematic analysis process, three themes were developed: (1) PE teachers' understanding, conceptualisation, and delivery of lifestyle sports; (2) challenges to delivering lifestyle sports within the PE curriculum; and (3) the learning needs and CPD preferences of PE teachers. Findings indicated that the participants possessed diverse conceptualisations of lifestyle sports, while faced with logistical, contextual, and personal factors which impacted their practice. Furthermore, the participants outlined their preferences towards lifestyle sports CPD and the challenges restricting their engagement with learning opportunities. Recommendations for future research are discussed.
High School Students&apos; Epistemic Cognition and Argumentation Practices during Small-Group Quality Talk Discussions in Science
Author: Wei, Liwei
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Persuasive Discourse,Epistemology,Group Discussion,Chemistry,Secondary School Science,Intervention,Science Instruction,Direct Instruction,Questioning Techniques

For high school students to develop scientific understanding and reasoning, it is essential that they engage in epistemic cognition and scientific argumentation. In the current study, we used the AIR model (i.e., Aims and values, epistemic Ideals, and Reliable processes) to examine high school students' epistemic cognition and argumentation as evidenced in collaborative discourse in a science classroom. Specifically, we employed a qualitative case study approach to focus on four small-group discussions about scientific phenomena during the Quality Talk Science intervention (QTS), where students regularly received explicit instruction on asking authentic questions and engaging in argumentation. In total, five categories of epistemic ideals and five categories of reliable processes were identified. Students demonstrated more instances of normative epistemic ideals and argumentative responses in the discussions after they received a revised scientific model for discussion and explicit instruction on argumentation. Concomitantly, there were fewer instances of students making decisions based on process of elimination to determine a correct scientific claim. With respect to the relationship of epistemic cognition to authentic questioning and argumentation, the use of epistemic ideals seemed to be associated with the initiation of authentic questions and students' argumentation appeared to involve the use of epistemic ideals.
Nationality as an Influential Variable with Regard to the Social Skills and Academic Success of Immigrant Students
Author: Fernández-Leyva, Christian
Date: 2021-00-00
Type: Journal Articles
Subjects: Citizenship,Place of Residence,Age Differences,Gender Differences,Predictor Variables,Immigrants,Adolescents,Secondary School Students,Well Being,Intercultural Communication,Interpersonal Competence,Academic Achievement,Foreign Countries,Electronic Learning

This study aims to expand the existing scientific, theoretical and empirical knowledge about the influence of the variables age, gender, nationality and place of residence on the probability of developing social skills that generate social wellbeing, and, in addition, to identify the relationship between the most influential variable and the academic success of immigrant students. We hope that the educational community, in an intercultural context, can benefit from and apply this knowledge to assist immigrant students. In this study, a sample of n = 749 students aged between 12 and 18, of 41 different nationalities, is analyzed using the Social Skills Scale for Young Immigrants (SSSYI). Data analysis is performed with the SPSS and STATA statistical programs. Multiple linear regression (MLR) analyses verify that nationality is the most influential variable. In addition, when calculating the Pearson correlation, high and positive correlations are found between social skills, nationality and students' grades, with which academic success was measured. In conclusion, we find that students who emigrated from the European continent present better social skills, better social wellbeing and greater academic success.
Designing a Learning Progression about Micro-Evolution to Inform Instruction and Assessment in Elementary Science
Author: Cardace, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Evolution,Science Instruction,Elementary School Science,Elementary School Students,Logical Thinking,Biology,Scientific Concepts,Concept Formation,Environmental Influences,Learning Processes,Thinking Skills,Inquiry,Grade 2,Grade 3,Animals,Models

This paper gives an example of how to address the challenge of designing a learning progression that describes student thinking, with the necessary specificity to align instructional opportunities and assessment tools. We describe the Conceptual Underpinnings of Evolution project and the iterative process of developing a novel learning progression theory, while critically testing that theory using structured interview data analyzed with Rasch models. We investigate elementary students' capacities for reasoning in biology, specifically focusing on microevolution as a strategic core idea for students between the ages of seven and nine. The learning progression theory informed the design of two instructional modules which aimed to build on students' intuitions. The modules provided opportunities for students to engage in scientific practices framed to develop more adequate explanations about how organisms may change over time, in accordance with environmental changes. Aligning the learning progression, instructional activities, and structured interview assessment was critical for meeting two of our underlying assumptions: that students' reasoning capacities rely on instructional opportunities; and that students' assessment scores must be interpretable in terms of learning progression levels. We share both initial and late-stage versions of the learning progression and describe how item-level information and Rasch analyses helped both to specify the learning progression levels and to define the two underlying dimensions.
Re-Assembling Anti-Oppressive Practice (1): The Personal, the Political, the Professional
Author: Batsleer, Janet
Date: 2021-00-00
Type: Journal Articles
Subjects: Power Structure,Educational Practices,Experiential Learning,Informal Education,Theory Practice Relationship,Higher Education,Educational History,Personal Narratives,Youth Programs,Social Change,Sociology,Education,Critical Theory,Foreign Countries,Political Influences,Ethics,Accountability,Educational Change,Teacher Attitudes,Teacher Education Programs,Community Programs

This essay offers a broken narrative concerning the early history of anti-oppressive practice as an approach in the U.K. to youth and community work and the struggles over this in the context of UK higher education between the 1960's and the early 2000's. Educating informal educators as youth and community workers in the UK has been a site of contestation. Aspects of a genealogy of that struggle are presented in ways which link publicly available histories with personal memories and narratives, through the use of a personal archive developed through collective memory work. These are chosen to illuminate the links between theory and practice: on the one hand, the conceptual field which has framed the education of youth and community workers, whose sources lie in the academic disciplines of education and sociology, and, on the other hand, the social movements which have formed the practice of informal educators. Six have been chosen: (1) The long 1968: challenging approaches to authority; (2) the group as a source of learning; (3) The personal and political: experiential learning from discontent; (4) Paolo Freire and Critical Praxis; (5) A critical break in social education and the reality of youth work spaces as defensive spaces; (6) New managerialism: ethics vs. paper trails. The approach taken, of linking memory work with present struggles, is argued to be a generative form for current critical and enlivening practice.
Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education
Author: Fan, Si
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Learning Analytics,Integrated Learning Systems,Adoption (Ideas),Online Courses,Blended Learning,Discussion Groups,Course Content,Behavior Patterns,Teacher Participation,Foreign Countries,College Students

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement.
A Methodological Approach for Developing and Validating a Parsimonious and Robust Measurement Tool: The Academic E-Service Quality (ACEQUAL) Model
Author: Lupo, Toni
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Questionnaires,Student Satisfaction,College Students,Web Sites,Measurement,Models,Universities,Computer Uses in Education,Validity,Methods,Student Surveys

Nowadays, in the higher education sector, the quality measurement process of education-related services is assuming a crucial role to support focused and targeted improvement activities deeply centered on students' needs/necessities. These are considered crucial factors for dealing with the current academic competitive context. Therefore, the quality measurement process has to be precise and accurate, namely the measurement model on which it is based has to be parsimonious and robust. The present work proposes an effective and easy-to-use methodological approach suitable for supporting the structuring of a measurement tool. Its effectiveness is shown with reference to the academic e-service provided at the University of Palermo. In particular, taking into account the students' viewpoints and perspectives, a measurement model of the academic e-service quality is developed and validated, thus overcoming the lack of literature on the subject. Finally, a survey is conducted, and highlighted academic e-service quality shortcomings and criticalities are stressed and discussed. The outcomes of this study may be of interest to practitioners and researchers in the field, offering important suggestions on how to support the structuring of a measurement model, as well the data-driven service quality improvement process.
Knowledge versus Education in the Margins: An Indigenous and Feminist Critique of Education
Author: Svalastog, Anna Lydia
Date: 2021-00-00
Type: Journal Articles
Subjects: Epistemology,Indigenous Knowledge,Educational Practices,Criticism,Barriers,Culturally Relevant Education,Ethnic Studies,Gender Issues,Educational Change,Resistance to Change,Racial Bias,Gender Bias,Autobiographies,Ethnography,Critical Theory,Ethics,Personal Narratives,Indigenous Populations,Memory,Grief

This article highlights the perceptions and expectations of knowledge that many people, including educators and policy makers, take for granted. Our focus of understanding is Indigenous studies and gender studies. Our aim is to show how modern education undermines these fields of studies. We use an autoethnographic method, reflecting more than 75 years as pupils/students and more than 90 years as educators. We have carefully chosen narratives of exposure to knowledge outside the educational system, as well as narratives of limitations posed upon us by the educational system. This narrative approach makes it possible for us to investigate and discuss our grief about areas of knowledge that society cries for, but the educational system continuously finds ways to resist. Our conclusion is that crucial knowledge is located outside the educational system, where individuals, groups, and communities cherish, protect, and guard knowledge that the educational system marginalises or excludes. As this knowledge is fundamental for life, our message is that the educational system needs to re-evaluate its strategies to stay relevant.
Controlling-Supportive Homework Help Partially Explains the Relation between Parents&apos; Math Anxiety and Children&apos;s Math Achievement
Author: Retanal, Fraulein
Date: 2021-00-00
Type: Journal Articles
Subjects: Homework,Parent Background,Mathematics Anxiety,Mathematics Achievement,Parenting Styles,Teaching Styles,Parent Participation,Personal Autonomy,Middle School Students,Predictor Variables

Previous research has shown that math homework help of higher-math-anxious parents impedes children's math learning and facilitates the development of math anxiety. In the present study, we explored a possible explanation for this phenomenon by examining the relations between parents' math anxiety, their math homework-helping styles (i.e., autonomy- and controlling-supportive), and their child's math achievement. Parents of children ages 11 to 14 completed an online survey. Using path analysis, we examined the relations among parental factors (i.e., math anxiety, math ability, and homework-helping styles) and child math achievement. Parents' math anxiety was positively related to both autonomy-supportive and controlling-supportive math homework-helping styles. Notably, controlling-supportive style partially mediated the relation between parents' math anxiety and their children's math achievement. Thus, it is possible that the use of a controlling-supportive math homework-helping style may explain why the homework help offered by higher-math-anxious parents is detrimental to their children's math learning. Identifying negative relations between parent factors and children's math outcomes is crucial for developing evidence-based math learning interventions.
Declared and Real Level of Digital Skills of Future Teaching Staff
Author: Tomczyk, Lukasz
Date: 2021-00-00
Type: Journal Articles
Subjects: Technological Literacy,Teacher Competencies,Undergraduate Students,Preservice Teachers,Spreadsheets,Word Processing,Knowledge Level,Foreign Countries,Self Efficacy,Student Experience,Educational Technology,Technology Uses in Education,Secondary Education

Digital competence is undoubtedly one of the key skills that teaching staff should possess. Currently, there are many theoretical frameworks and ways to measure skills and knowledge related to the use of information and communication technologies (ICT). This article is an attempt to show the real and declared level of digital skills among future teaching staff. The research was conducted in Poland among 128 students of pedagogical faculties (first-year undergraduate studies). The research used a triangulation of research methods and techniques: diagnostic survey and competency tests related to the use of word processors and spreadsheets, and the level of knowledge about the use of ICT. Competency tests were in accordance with the European Computer Skills Certificate (ECDL) standard. The collected data showed the following: (1) more than half of the students rate their own skills in the use of word processors and spreadsheets, and their overall theoretical knowledge as high or very high; (2) in the case of the real assessment of digital competence, only less than 20% reached the passing threshold in the areas of word processors and theoretical knowledge, with only 1.6% passing in the area of spreadsheets; (3) the declared and actual levels of digital competence were moderately related in the surveyed group; and (4) attitudes towards new media, self-assessment of digital skills, and previous learning experience in handling ICT are not predictive factors for ECDL test results.
Analysis of Data-Based Scientific Reasoning from a Product-Based and a Process-Based Perspective
Author: Meister, Sabine
Date: 2021-00-00
Type: Journal Articles
Subjects: Data,Logical Thinking,Preservice Teachers,Prediction,Concept Formation,Ecology

In this study, we investigated participants' reactions to supportive and anomalous data in the context of population dynamics. Based on previous findings on conceptions about ecosystems and responses to anomalous data, we assumed a tendency to confirm the initial prediction after dealing with contradicting data. Our aim was to integrate a product-based analysis, operationalized as prediction group changes with process-based analyses of individual data-based scientific reasoning processes to gain a deeper insight into the ongoing cognitive processes. Based on a theoretical framework describing a data-based scientific reasoning process, we developed an instrument assessing initial and subsequent predictions, confidence change toward these predictions, and the subprocesses data appraisal, data explanation, and data interpretation. We analyzed the data of twenty pre-service biology teachers applying a mixed-methods approach. Our results show that participants tend to maintain their initial prediction fully or change to predictions associated with a mix of different conceptions. Maintenance was observed even if most participants were able to use sophisticated conceptual knowledge during their processes of data-based scientific reasoning. Furthermore, our findings implicate the role of confidence changes and the influences of test wiseness.
The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review
Author: Hernández-Ramos, José
Date: 2021-00-00
Type: Journal Articles
Subjects: Science and Society,Problem Based Learning,Vignettes,Technology Integration,Instructional Effectiveness,Educational Research,Undergraduate Study,High Schools,Pedagogical Content Knowledge,Technological Literacy,Sustainable Development,Science Education

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).
Crossing the Ohio: Welcoming Students of Color into the Honors White Space
Author: Yarrison, Betsy Greenleaf
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Minority Group Students,Culturally Relevant Education,Disproportionate Representation,Racial Bias,College Students

Honors has long been a space for pushing boundaries and promoting culturally responsive teaching, yet students from underserved and marginalized populations rarely see themselves reflected in the designated intelligentsia of most universities. This essay considers several aspects of boundaries in, and barriers to, the honors experience. Implicit in marketing honors as &quot;value-added&quot; is the boundary between the honors curriculum and the &quot;regular&quot; curriculum from which other boundaries extend. From outmoded enrollment management and admissions policies to curricular and instructional strategies that hold to a pedagogy of whiteness, the author urges honors educators to create paths to student academic success by cutting through barriers of privilege and power that threaten the continued participation of traditionally marginalized populations in honors.