ethanporcaro/eric-fulltext-meta huggingface dataset:
Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School
Author: Bryant, Debra
Date: 2020-00-00
Type: Journal Articles
Subjects: Discipline,Suspension,African American Students,Racial Bias,Disproportionate Representation,Socioeconomic Status,Gender Differences,High Schools,High School Students,Low Income Students,Gender Bias,Males,At Risk Students,Predictor Variables,Ethnicity,Minority Group Students

This article addresses long-standing data from federal government agencies documenting concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from a local school district reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as students' ethnicity, socioeconomic status, and gender predicted the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in a local school district. Guided by Bandura's social learning theory and Skinner's behaviorism, this correlational explanatory quantitative study examined archival school discipline data for 2,536 students enrolled (n = 1,570 students who received at least one discipline referral or suspension) during the 2013-2014 school year at a local high school. Binomial logistic regression results showed that Black students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. These results suggest that by investigating school discipline patterns, disproportionality can be identified and later addressed in a manner that respects unique needs of all students.
Investigation of the Effectiveness of the Social Interaction Program Applied to the Students in an Elementary School
Author: Sengün, Gökhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Elementary School Students,Foreign Countries,Inclusion,Grade 4,Social Support Groups,Peer Acceptance,Students with Disabilities,Regular and Special Education Relationship,Pretests Posttests,Learning Theories,Individual Differences

This study examines the effectiveness of the Gazi Inclusive Environment Social Integration Program (GIESIP), which we applied to 4th-grade elementary school students. We completed the study in an elementary public school located in Ankara in the 2016-2017 academic years. The study group consisted of 30 female and 28 male students. We chose the school via a random sampling method among public elementary schools. This school is in a middle socioeconomic status region in the Mamak district of Ankara, Turkey. In the study, we used a quasi-experimental design, including an experimental-control group, pre-test, post-test, and follow-up test. We applied a personal information form, Social Acceptance Scale (SAS), and Perceived Social Support Scale-Revision (PSSS-R). Research findings reveal that the students who have typical development levels in the experimental group have highly increased levels of social acceptance and perceived social support. Based on the results of the study, we can recommend that teachers who have inclusive students in their classes improve and support the development of the students' social acceptance.
Teacher Perceptions and Implementation of a Content-Area Literacy Professional Development Program
Author: Smith, Osha Lynette
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Program Implementation,Content Area Reading,Literacy,Professional Development,Middle School Teachers,Self Efficacy,Time Management,Board of Education Policy,Suburban Schools,Educational Strategies

The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers' perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner's constructivist, Bandura's self-efficacy, and Knowles's andragogy theories. These theories informed the investigation of adult learners' perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite lacking perceived self-efficacy with these skills. Although teachers saw value in literacy, their perceptions of the professional development were affected by their commitment to content instruction, time constraints, the organization of the professional development, and a forced compliance district mandate.
Theorising Intercontinental PhD Students&apos; Experiences: The Case of Students from Africa, and Asia
Author: Fomunyam, Kehdinga George
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Students,Doctoral Students,Student Experience,Study Abroad,Student Satisfaction,Mental Health,Individual Development,Foreign Countries,Career Planning,Supervisor Supervisee Relationship,Student Responsibility,Student Welfare,Stress Variables,Social Discrimination,Bullying

The doctorate degree ranks third on the academic hierarchy, and is commonly viewed as an approval on a student by an institution, to conduct original research in at least one academic discipline. Several motivations drive the need to acquire a doctorate degree, and they include intrinsic interest, employment considerations, personal, and professional development. To achieve this feat, some students pursue their PhD abroad for several reasons as discovered by this study. Using a quantitative approach, this paper reports on the findings of an online survey distributed to 1901 Asian and African students pursing their PhD to investigate their experiences, and determine their satisfaction, and its relationship with their personal and professional growth. Findings reveal that most students were satisfied with their decision to pursue a PhD in another continent, but were dissatisfied with some properties that made up the process. This included their relationship with their supervisors, their study-work-life balance, and its effects on their mental health. As you are reporting on a study that has already happened, write in past tense.
A Structural Equation Model of Blended Learning Culture in the Classroom
Author: Long, Nguyen Tien
Date: 2020-00-00
Type: Journal Articles
Subjects: Structural Equation Models,Blended Learning,Classroom Environment,Foreign Countries,School Culture,Electronic Learning,Undergraduate Students,Student Attitudes,Student Characteristics,Values,Teamwork

Higher education institutions are increasingly recognizing the importance of learning culture as a core factor for students' sustainable learning and development. While the development of blended learning environments in higher education institutions has been steadily increasing in recent years, but how to establish a blended learning culture in the classroom? The above problem can be solved when this study achieves its purpose to explore the factors of blended learning culture in the classroom. The focus of this study was to explore a structural equation model (SEM) of blended learning culture. A case study at the Hanoi University of Science and Technology (HUST), Vietnam was conducted and collected with a sample size large enough (339 students). The results of factor analysis have explored the core factors of the blended learning culture. The SEM analysis has achieved a first-order model of blended learning culture. And lastly, the SEM-values analysis for the existence of blended learning culture in the classroom has confirmed that they positively impact the acceptance of blended classrooms by students. Thus, a SEM of blended learning culture has provided a functional framework for educators to systematically cover all that create the success and sustainability of blended classroom culture in the classroom.
Teaching about Personal Finance in HCS -- Suggestions from a Design-Based Research Approach
Author: Hernwall, Patrik
Date: 2020-00-00
Type: Journal Articles
Subjects: Money Management,Teaching Methods,Critical Theory,Middle School Students,Consumer Economics,Home Economics,Instructional Design,Pedagogical Content Knowledge,Instructional Materials,Information Technology,Multiple Literacies,Feedback (Response),National Curriculum,Computer Assisted Instruction

Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall &amp; Söderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers' possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils' own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as &quot;economization with (limited) resources&quot;, but also guides the transition from understanding to a useful repertoire of teaching activities.
Determination of Digital Citizenship Levels of University Students at Sakarya University Turkey
Author: Yildiz, Ezgi Pelin
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Technological Literacy,Citizenship Education,Vocational High Schools,Student Characteristics,Internet,Social Media,Information Technology,Young Adults,Knowledge Level,Foreign Countries,21st Century Skills,Parent Background,Educational Attainment,Gender Differences,Computer Use

When digital transactions such as official transactions, banking transactions, communication, education, production, shopping are carried out in digital environment, the concept of digital citizenship has emerged. Digital citizenship; it is the person who has the ability to use information technologies appropriately and correctly in areas such as official transactions, social communication, education, and production. As technology improves, problems with its use increases exponentially. So technological behavior or technological citizenship it is clear that the behavior, values, ethical rules and awareness should be created. In this study in order to detection this awareness; it is aimed to determine the digital citizenship levels of university students. For this purpose, 253 students studied in various departments of the Hendek Vocational High School of Technical Sciences in Sakarya university. The research was carried out with the relational scanning model from the quantitative research method. &quot;Digital Citizenship Scale for Youth&quot; was developed by Kus, Gunes, Basarmak and Yakar (2017) the researcher as a data collection tool with permission. The scale has 49 items, the total variance of the scale was determined that the scale had 8-factor structure and was found to be 49,70%. Related dimensions are communication, jus and responsibility, critical thinking, participation, security, digital skills, ethics and commerce. In the analysis of the data, non-parametric tests were used in addition to the percentage, frequency and standard deviation values. As a result; students were revealed to be aware of digital citizenship's sub-dimension.
Characteristics of the Re-Entry Experiences of Returning Saudi International Students after Studying Abroad
Author: Alsulami, Naif Daifullah Z.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Experience,Study Abroad,Reentry Students,Student Attitudes,Student Motivation,Family Relationship,Peer Relationship,Political Issues,Economic Factors,Job Security,Educational Environment,Adjustment (to Environment),Emotional Response,College Students

The purpose of this research is to describe the characteristics of the re-entry experiences of Saudis returning to Saudi Arabia after studying abroad. The total number of participants in the study was 21, consisting of 13 male and 8 female participants returning from studying in the U.S., U.K., and Australia. By conducting semi-structured individual interviews with the participants, the findings showed six themes including motivations for returning home, preparing for returning home, feelings on returning home, the nature of relationships with family, the nature of relationships with friends and sense of belonging. Implications of the findings and directions for future research are provided.
Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution
Author: Fomunyam, Kehdinga George
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Artificial Intelligence,Information Technology,Industrialization,Technological Advancement,STEM Education,Foreign Countries,Curriculum Development,Educational Objectives

The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being ushered in by the Fourth Industrial Revolution. Therefore, the higher education curriculum must be responsive to the Fourth Industrial Revolution, as this will prepare students in Africa for the challenge ahead. This study theorises on, and has concluded, that deterritorialization and reterritorialization are useful in making the African higher education responsive to the curriculum. The study recommends the introduction of Science, Technology, Engineering, and Mathematics (STEM) education into the African higher-education curriculum in Africa. STEM will produce students who are technically savvy, helping students in Africa to acquire the needed skills to perform seamlessly in organisations operating within the Fourth Industrial Revolution era.
A Multilevel Binary Logistic Regression Model of Success in Anatomy and Physiology I: A Retrospective Analysis
Author: Lindsay, Keston G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Anatomy,Physiology,Science Instruction,Age Differences,Gender Differences,Race,Ethnicity,Models,Prediction,Academic Achievement,Grades (Scholastic),Withdrawal (Education),Academic Failure,Science Achievement,Equal Education,Undergraduate Students

Anatomy and physiology (AP) are subfields of biology that are gatekeeper courses for the health professions. This exploratory study used multilevel binary logistic regression to determine if age/gender and race/ethnicity were used as predictors of success, while the term offered and the identification number were specified as random effects. Two models were used. Those earning the grades of A, B and C were defined as successful for both models. Those earning the grades of D and F and those who withdrew (W) were defined as successful for one model, while the other model had the withdrawals removed. Ethnicity and gender predicted success in both models, with Native Americans and African Americans being less likely to succeed than Caucasians with the withdrawn students included. The model without withdrawn students was similar, except Hispanic students were also less likely to succeed than Caucasians. Females were more likely to succeed than males in both models. Efforts to retain equity in AP pedagogy should be prioritized.
The Relation between Self-Efficacy Beliefs towards Science Teaching and Learning Strategies of Primary School Teacher Candidates
Author: Kozcu Çakir, Nevin
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Science Instruction,Preservice Teachers,Elementary School Teachers,Learning Strategies,Self Concept Measures,Correlation,Student Motivation

In this research, the relation between primary school teacher candidates' self-efficacy beliefs towards science teaching and learning strategies was investigated. The research group consisted of 314 primary school teacher candidates who are studying in the faculty of education in a public university. &quot;The Science Teaching Efficacy Belief Instrument&quot; was used to determine the self-efficacy of primary school teacher candidates for science teaching; and in order to determine their learning strategies, part of the Learning Strategies Scale (LSS) was used. The data were analyzed with canonical correlation analysis using CANCORR syntax in PASW 21 software. According to the results of the analysis, it was determined that there was a significant relation between the personal self-efficacy belief in science teaching variable in self-efficacy belief in science teaching data set and elaboration strategy (ES), metacognitive self-regulation (MC), effort regulation (ER) and time and study environment management (TSEM) variables in the learning strategies data set.
Correlation between Classroom Engagement and Academic Performance of Engineering Students
Author: Mazumder, Quamrul H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Classroom Environment,Academic Achievement,Correlation,Engineering Education,Measurement Techniques,Student Behavior,Nonverbal Communication,First Generation College Students,Gender Differences,Time Factors (Learning),State Universities

Enrollment, retention and graduation rates of students have been a challenge that requires immediate attention from stakeholders of higher education institutions. Though many students enter into engineering fields, retaining these students has been challenging for institutions across the country. If student engagement in the classroom can be improved, it may lead to higher academic performance and higher graduation rates in engineering disciplines. Student engagement in the classroom plays an important role in the overall learning process, as more engaged students appear to have better academic performance. Engagement may depend on certain intellectual, emotional, behavioral, physical, and social factors. Student engagement has been identified as an important factor because it empowers students with the ability to acquire and retain information during lectures and other classroom activities. Student engagement can be measured using different methods; such as self-reporting, observations, and recording facial expressions and gestures in the classroom. The first pilot study measures student engagement using classroom observation of the instructor and student gestures and activities, as well as student's self-reporting. The engagement data collected from classroom observation and student self-reporting was compared with students' academic performance to determine any correlation between academic performance and classroom engagement. Statistical analysis of the data showed weak correlation between classroom engagement and academic performance among students, those with reportedly more classroom engagement did not show better academic performance, and vise-versa. Due to limitations of this pilot study, the findings may not be conclusive and require further study. By understanding the relationship between engagement and academic performance, an intervention plan can be developed to improve the academic performance of students who have lower levels of engagement.
The Determinants of the Transition in South Korea from Vocational and General High School to Higher Education, Including a Gender Comparison
Author: Choi, Seonkyung
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,College Graduates,Two Year Colleges,Gender Differences,Vocational Schools,High Schools,High School Graduates,Student Evaluation,Parent Background,Educational Attainment,Fathers,Family Income,College Choice,Siblings,Family Structure,Tutoring,Costs,Place of Residence

This study examines the factors determining whether vocational and general high school students in South Korea subsequently graduate from university and, if so, whether from 2-year or 4-year courses, for the first time using a gender lens. High-quality official data from the Korean Education and Employment Panel (KEEP) is used in a multinomial logit model. The results show that coming from a vocational high school (compared to a general high school) is negatively correlated with going to university, especially to 4-year university. Among general high school graduates, the most important determinant of attending a 4-year rather than a 2-year university is the teacher assessment of the student's performance; father's education and income have no effect for either males or females. The results also show that vocational high school graduates' university choice is determined by a combination of individual characteristics, including being male, and by having been at a vocational high school, whereas the choice between 2-year and 4-year university depends negatively on father's education for males but not for females and on father's income and the number of siblings for both genders. The income and sibling findings suggest that a possible policy implication might be to provide financial support to vocational high school graduates to enable them to attend higher education and to offset the negative effect of low paternal income.