ethanporcaro/eric-fulltext-meta huggingface dataset:
Brokering Community-Based Research: Evaluating the Impacts of U-Links Centre for Community-Based Research on a Rural Canadian County
Author: Amon, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Rural Areas,Community Organizations,Colleges,School Community Relationship,Cooperation,Research,Community Needs,Community Involvement,Research Projects,Student Research,College Students,Barriers,Program Evaluation,Social Change

We evaluate how the U-Links Centre for Community-Based Research (U-Links), a nonprofit organization that brokers research for community-based organizations with postsecondary institutions in Haliburton County, Ontario, has impacted this rural region of Ontario. Our approach uses contribution analysis and realist evaluation as layered tactics within one program evaluation. Data came from interviews with community partners (n = 26), interviews and focus groups with U-Links committee members, internal document review, and personal observations by the authors. We describe U-Links' theory of change for how community-based research impacts community, discuss traits of successful community-based research, and suggest a set of five factors that may enable and affect positive community outcomes: relevance, rigor, reach, relationships, and resources.
Community-Engaged Research as Enmeshed Practice
Author: Bay, Jennifer L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Community Involvement,School Community Relationship,Research,Data Collection,Humanization,Community Needs,Barriers,Handheld Devices,Community Surveys,Diversity,Trust (Psychology),Research Methodology

This article presents an experiential model for community-engaged research that understands communities as living meshworks of embodied human beings, material circumstances, and affective environments. We first trace how community organizations and academics must increasingly respond to a push for hard data. Using an analysis of a national research study on hunger as an example, we then show how this &quot;data imperative&quot; can lead to collecting more and more measurable data on community members without addressing their human-based concerns. The meshworks approach that we suggest emphasizes recognizing participants' most immediate needs as articulated by participants. As meshworks-inspired research has to be contingent and contextual within the meshworks of the community in which it takes place, we offer examples of what such research can look like in various community settings. Finally, we present a heuristic that community agencies and researchers can use to evaluate their own projects as meshworks while also gathering hard data.
Decolonial Experimentations in International Service Learning Research and Practice: Learnings from Mayan Indigenous Host Communities
Author: Heidebrecht, Luke
Date: 2020-00-00
Type: Journal Articles
Subjects: Service Learning,Maya (People),Foreign Countries,Postcolonialism,Global Approach,Community Attitudes,Social Justice,Indigenous Knowledge,Social Theories,Intercultural Communication

Global South and Indigenous communities often represent the contexts of international service learning (ISL) programs. However, rarely are the effects of historical colonization and the potential colonizing impact of Global North visitors being investigated. Central to this article is our story as Global North and settler-Canadian researchers who are learning to experiment with decolonization as a theoretical framework for ISL research. We offer an account of the development of an encuentro (symposium); a culminating event for a four-year study, in which Guatemalan and Nicaraguan host community members share of their experiences as Indigenous hosts. The findings reveal challenges in future ISL research in such contexts and offer ideas about how institutions and organizations may develop ISL in ways that honor community visions of reciprocity.
Examining the Relationship between Student School Burnout and Problematic Internet Use
Author: Tomaszek, Katarzyna
Date: 2020-04-00
Type: Journal Articles
Subjects: Burnout,Internet,Correlation,Gender Differences,Foreign Countries,Prediction,High School Students,Addictive Behavior,Student Attitudes

Student burnout and Internet addiction are two of the serious problems that are common among young people. Both are connected with many negative effects on the mental functioning of adolescents. However, so far only few studies have explored these two phenomena all together. The aim of our study was to test the relationship between student burnout (SB) and internet addiction (IA). Specifically, we explored three problems: (i) sex differences in the level of student burnout and problematic Internet use among Polish late adolescents; (ii) correlations between student school burnout and its sub-dimensions and problematic Internet use indicators; (iii) the prediction power of student burnout indicators, quality of social bonds and school functioning characteristics on the level of Internet addiction and its subdimensions. The study was conducted among 230 high school students. The results of the research showed that there were no significant differences between girls and boys in the level of problematic use of the Internet, except that male students assessed their dishonesty about Internet use as higher compared to females. As expected, a higher level of school burnout indicators was significantly connected with a higher level of problematic Internet use. Additionally, school burnout (especially burnout from studying, loss of interest in school and burnout due to parental pressure) and school performance characteristics such as additional classroom lessons and low quality of classmates relationships, significantly predicted the problematic Internet use, which explained 19% of variances in the total score of internet addiction. Our findings confirmed that preventative and interventional strategies developed to reduce IA should include activities that also reduce school burnout. In reducing IA and SB we should include actions targeted not only on the adolescent's group, but also on the school environment (teachers and schoolmates) and the family environment (parents and siblings).
Measurement Invariance of the Learning and Study Strategies Inventory-Second Edition (LASSI-II) across Gender and Discipline in Egyptian College Students
Author: Abulela, Mohammed A. A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Measures (Individuals),Study Skills,Learning Strategies,Error of Measurement,Gender Differences,College Students,Foreign Countries,Goal Orientation,Factor Structure,Young Adults,Humanities,Science Education,Intellectual Disciplines

Validating the intended interpretations for proposed uses of tests scores is paramount for making valid inferences in educational and psychological research. Ascertaining measurement invariance for measurement instruments is an assumption for comparing means. If measurement invariance does not hold for groups of interest, comparison of means will be invalid since making valid inferences presupposes that the instrument measures the same construct across subgroups. One of the most widely used instruments for measuring learning strategies for college students is the &quot;Learning and Study Strategies Inventory&quot;-second edition. The inventory has 10 subscales namely, information processing, selecting main ideas, test strategies, anxiety, attitude, motivation, concentration, self-testing, study aids, and time management with eight items for each subscale. Although it is stated that the learning and study strategies inventory is internationally adopted to measure students' use of learning and study strategies, little is known about its measurement invariance across gender (males/females) and discipline (science/humanities) in Egyptian college students. The authors utilize an adapted Arabic version of the &quot;Learning and Study Strategies Inventory&quot; administered to 522 Egyptian college students to investigate if the adopted model has measurement invariance across gender (males/females) and discipline (science/humanities). Results revealed that the effort-related activities, goal orientation, and cognitive activities model was confirmed for these students. Using multiple-group confirmatory factor analyses, results also showed that the factorial structure of the adopted model had partial measurement invariance across gender and full measurement invariance across discipline. Centers for teaching and learning at universities can use the validated instrument to measure students' learning and study strategies across gender and discipline. More implications and suggestions for future research are also addressed.
The Effects of Home Literacy Environment on Children&apos;s Reading Comprehension Development: A Meta-Analysis
Author: Dong, Yang
Date: 2020-04-00
Type: Journal Articles
Subjects: Family Environment,Reading Comprehension,Educational Research,Correlation,Parent Participation,Parent Child Relationship,Instructional Program Divisions,Elementary School Students,Secondary School Students,Foreign Countries,Children,Literacy

A rich home literacy environment (HLE) fosters students' academic achievement. However, the link between HLE and children's reading comprehension is unclear. This study examined the effects of HLE factors on children's reading comprehension through a meta-analysis of 59 studies conducted between 1998 and 2018. Results of the meta-analysis indicated three main findings. First, the overall positive correlation between HLE and children's reading comprehension was moderate ([zeta] = 0.32). Second, sampling area, type of home literacy resource and parental involvement styles did not show a significant interaction effect between each HLE factor and children's reading comprehension. Third, parents' involvement and literacy expectations of children had a significantly higher correlation with children's reading comprehension than home literacy resources did. Findings of this study suggest that parental literacy activities involvement and parental literacy expectations contribute more to children's literacy knowledge enhancement. [Note: The month shown on the PDF (January) is incorrect. The correct month is April.]
Essential Pathways: An Examination of How Community College Compromise Their Unique Contribution to American Higher Education
Author: Ali-Coleman, Khadijah Zakia
Date: 2019-00-00
Type: Journal Articles
Subjects: Community Colleges,Educational Policy,Access to Education,Prediction,Barriers,Remedial Instruction,Academic Persistence,Student Placement,Tests,Low Income Students,Debt (Financial),State Aid,Corporations,Academic Advising,Dual Enrollment,Partnerships in Education,School Business Relationship,Academic Achievement,Well Being,Two Year College Students,Educational Benefits,Student Costs,Education Work Relationship,Futures (of Society),Educational Trends

Community colleges in the United States have historically held a unique position within the system of higher education because of three characteristics. These characteristics include their doctrine of open access, their consistent affordability in comparison to other higher education options, and courses that are directly applicable to the workforce. However, over the years, contradictions have arisen that compromise the practice of these ideals. Focusing on three policy priorities, this analysis determines how effective community colleges are today in offering students an education that is accessible, applicable to the labor market, and affordable. The concluding points include predictions of what the future of community colleges looks like within the next twenty years.
A Case Study on the Urban Perception of Disabled Students in Samsun (Turkey)
Author: Gül, Seyfullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Students with Disabilities,Urban Schools,Student Experience,Cultural Influences,Knowledge Level,Time,Experience,Student Attitudes,Foreign Countries,Environmental Influences,Values,College Students,Physical Disabilities,Cognitive Mapping,School Orientation,Cultural Awareness,History

Individual differences, especially physical disabilities, play a significant role in people's perception of their living places and their attitudes in these environments. Accordingly, the starting point of the present research is based on the possible contributions and developments of the implementations and studies partly eliminating the negative aspects of individual disabilities to the perceptions and information of the disabled people regarding the physical and social environment that they live in. The research aims to determine the impacts of time and experience on the recognition of the historical, cultural, and natural heritage properties of Samsun by the disabled students, on the analysis-based acquisition process of this information, and on the development and alteration of the disabled students' knowledge and perceptions regarding these properties. Within the scope of this purpose, the study has been carried out with a one-group pretest-posttest design recognized as the weak experimental design in the category of the experimental method. The mind mapping technique has been used as the data collection tool of the study. In the research, it has been observed that the theme contents of the posttest mind maps of the disabled students regarding the values symbolizing Samsun city are richer than the theme contents of their pretest mind maps. In other words, it has been detected that time and experience create a positive effect on the knowledge and perception of the disabled students regarding Samsun. It is thought that projects for people with disabilities, sightseeing and observation activities or increasing the means to enable them to reach natural, historical and cultural values will positively contribute to the knowledge and perceptions of disabled people about the values of the cities they live in.
Assessment for Awareness and Perception of the Cultural Heritage of Geography Students
Author: Karadeniz, Cemile Bahtiyar
Date: 2020-00-00
Type: Journal Articles
Subjects: Cultural Awareness,Case Studies,Cultural Background,Student Attitudes,Geography Instruction,Undergraduate Students,Values,Cultural Education,Teaching Methods,Course Content,Foreign Countries,Historic Sites

It is the responsibility of every individual to ensure the continuity of the cultural assets and values that societies have. One of the important components in the protection of cultural heritage is awareness. In this study, it is aimed to determine the perception and awareness of the students taking geography undergraduate education towards the universal cultural heritage values and assets of Turkey. For this reason, case studies have been conducted. The study, a quantitative researches, was fictionalized in a survey design and conducted with 204 students. The data were collected using a form of 35 open-and closed-ended questions developed by the researcher that determine the awareness of Turkey's cultural assets and values. In general, the perception and awareness of our cultural heritage values and assets, which are tangible and non-tangible, were found to be moderate. In line with the findings, it is proposed to plan detailed studies on raising the cultural heritage awareness levels of the students, to place more emphasis on the subject in the courses, and to organize curriculum programs for this area.
Awareness of Hydrography Courses Students on Protection of Freshwater Resources
Author: Yazici, Öznur
Date: 2020-00-00
Type: Journal Articles
Subjects: Water Quality,Biodiversity,Conservation (Environment),Natural Resources,Climate,Water Pollution,Knowledge Level,Course Descriptions,Undergraduate Students,Student Evaluation,Student Attitudes,Foreign Countries,Geography Instruction,Geography,Departments,Teaching Methods,Sustainability,Environmental Education

Freshwater, which is present on land, is covered in Hydrography issues within the field of Geography. Hydrography course helps students to understand and interpret the mechanism, importance, distribution, relationship with other earth systems and living life. The importance of freshwater resources, which have been affected by climate changes or climatic irregularities and which have dwindled as a result of the misuse of humans, is increasing day by day. Failed to reach a significant portion of the world's population with clean fresh water, hydroelectric power plants and dams negative impacts on the ecosystem of waste due to contaminated water, biodiversity could not be protected, drought-bound migrations, and wrong water use in agriculture, flood and water damage issues such as waste, water, depending on is one of the major problems facing our world today. The aim of this study is to demonstrate the awareness of the students taking Hydrography courses on the conservation of freshwater resources. To this end, it is designed with the method of qualitative research and as descriptive work. The working group consists of 40 students who take Hydrography courses at Karabük University Faculty of Letters Department of Geography. The participants were selected from Geography Department students whose knowledge of Hydrography course was fresh. The data was collected through an open-ended questionnaire and the findings were analyzed descriptive. According to the findings of the study, the students stated that the distribution of freshwater on the Earth is not stable and adequate, the species in the water is damaged, future investments in water should be planned in advance, and waste should be returned to the economy by recycling instead of pouring into streams and lakes. As a result of the study, it was found that students were aware of problems with freshwater, but believed that their ability to do so individually was limited, and generally expected the solution from the state. According to these results, it may be suggested that it would be beneficial for students to be encouraged to participate in social work practices, Non-Governmental Organizations and projects in which they can take an active role.
The Effect of Outdoor Education on the Achievement and Recall Levels of Primary School Students in Social Studies Course
Author: Avci, Görkem
Date: 2020-00-00
Type: Journal Articles
Subjects: Outdoor Education,Academic Achievement,Elementary School Students,Grade 4,Comparative Analysis,Social Studies,Foreign Countries,Teaching Methods,Pretests Posttests,Learning Processes,Academic Persistence,Recall (Psychology),Outcomes of Education,Achievement Tests

The aim of this study is to determine the effects of the implementation of activities based on outdoor education in social studies teaching on students' academic achievement and their level of knowledge recall. In the study, semi-experimental design with pretest-posttest control group was used. The study was conducted with the study group determined by selecting the appropriate sample. The study group for the 2018-2019 academic year was composed of two primary school fourth grade students, one from a public school (n=33) and one from a control group (n=31) in Buca district of Izmir province. During the application process, fourth grade social studies lesson &quot;People, Places and Environments&quot; learning area subjects were covered for 6 weeks with outdoor education activities and outdoor teaching method, social studies lesson curriculum content and activities in control group. As a data collection tool, the &quot;Academic Achievement Test&quot; created by the researcher within the scope of the primary school fourth grade &quot;People, Places and circles&quot; learning area attainments was used as pre-implementation and post-implementation. In addition, the Academic Achievement Test was used as a persistence test to measure students' level of recall of their knowledge 4 weeks after applications were finished. Statistical solutions of the data were made with descriptive statistics, t-test for independent samples, and two-factor ANOVA for mixed measurements. According to the findings, academic success and retention levels of the experiment group students who took outdoor education activities and outdoor education social studies courses were significantly higher than those of the control group students who performed courses according to the curriculum and activities of social studies courses in the classroom environment. As a result, it was determined that the implementation of outdoor educational activities in the teaching of social studies courses increased the success levels of the students and positively affected their level of recall their knowledge.
Opinions of Geography Teacher Candidates about Energy Resources: A Critical Phenomenological Approach
Author: Kocalar, Ali Osman
Date: 2020-00-00
Type: Journal Articles
Subjects: Energy,Undergraduate Students,Geography Instruction,Preservice Teachers,Student Behavior,Preservice Teacher Education,Case Studies,Phenomenology,Student Attitudes,Futures (of Society),Energy Conservation,Foreign Countries

Energy is mentioned as a concept that affects the policies of the country with the consumption of natural resources, with the production types in alternative and different ways, and with the effect of the economy of the countries. It is offered in various courses from primary school to university, teaching of energy sources. And while this is also important as a field of expertise, energy resources are taught as a course in many universities in undergraduate education. It was necessary to do such a study, to determine the general knowledge and behavior of Geography teacher candidates within the scope of energy resources course. This study is a case study of qualitative research methods. Qualitative research is the method by which data is produced without statistical operations or any other numerical means in any way. In addition, the qualitative research method is focused on one main case and based on the opinions of the participants. It is important to have flexibility in the research designed and to have an inductive analysis, qualitative research techniques. The case study is an in-depth description and examination of a limited system. In this study, in-depth and detailed views of the Energy Resources course were taken from the geography teacher candidates during the undergraduate period. Phenomenology design, one of the qualitative research methods, was used in the study. The desire to convey the candidates' views more clearly and clearly is the reason why we use this design. Critical approach has also been used in the interpretation of phenomenological design. We did this to broaden our perspective on the study.
Teachers Bridging the Digital Divide in Rural Schools with 1:1 Computing
Author: Power, Jillian R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Schools,Access to Computers,Educational Technology,Technology Uses in Education,Teacher Attitudes,Predictor Variables,Technology Integration,Laptop Computers,Handheld Devices,Teacher Motivation,Teaching Methods,Elementary Secondary Education

This article shares the findings of a mixed-method study about the implementation of 1:1 computing in a small rural Florida school district. Researchers used multiple regression analyses to examine whether Davis' (1989) Technology Acceptance Model helped explain teachers' adoption of 1:1. The results indicated that the rural teachers' perceived ease of use and perceived usefulness of 1:1 were significant predictors of both whole class and individualized instructions with 1:1. The qualitative phase of the study explored the ways in which the teachers integrated 1:1 into their instructional practices and what factors motivated them to do so. The analysis showed that the teachers used 1:1 largely to foster digital literacy and collaboration as well as to conduct student assessment. Reasons why the teachers integrated 1:1 into instruction, included increasing student engagement, personalizing learning, and facilitating teacher productivity.