ethanporcaro/eric-fulltext-meta huggingface dataset:
Investigating the Smart Phone Addictions of Vocational School Students from Different Variables
Author: Bagci, Hakki
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,College Students,Vocational Education,Social Media,Use Studies,Gender Differences,Family Income,Addictive Behavior,Instructional Program Divisions

Nowadays, smartphones are used by individuals of all ages for communication, messaging, online or offline gaming, social media browsing and information access. Smartphones, which are frequently used by students for any purpose, increase the level of smartphones dependency of the students and affect them negatively. The purpose of this study is to examine the smartphone dependency levels of vocational college students. Students' smartphone dependency levels are examined according to whether they have a social media account, their smartphone usage goals, smartphone usage times, gender, class degree and family income levels. The survey model was used to collect the research data. Participants of this study are students who are studied at different vocational colleges in Sakarya University at the academic year of 2017-2018. The personal information form created by the researcher to collect data and &quot;Smart Phone Dependency Scale -- Short Form&quot; were used that adapted by Noyan, Enez Darçin, Nurmedov, Yilmaz &amp; Dilbaz (2015) to the Turkish language. According to the results, students who were participating in the survey were moderately smartphone addicts. And again as a result of the research, it was seen that female students were more addicted to smartphones than male students. Students in business and public relations programs were found that they were more addicted to smartphones than students in computer programming. In addition, students whose family income level is between 4001-7000 TL are more likely to be addicted to smartphones than students in other family income groups. Another result is that students who use more than 5 hours of telephone use are more addicted to other students and students who use the phone between 3 hours and 5 hours are more smartphone addicts than students who use telephone between 0-3 hours. According to another research result, it can be said that the students who have any social media accounts are more addicted to smartphones than those who do not have social media accounts. Students using the Instagram social media account were found to be more smartphone addicts than students using Facebook. Students' smartphone dependency does not differ significantly from the class levels that they study, smartphone renewal times, and the operating systems that they use on their phones.
Primary School Students&apos; Perceptions of Technology
Author: Balkan Kiyici, Fatime
Date: 2018-00-00
Type: Journal Articles
Subjects: Elementary School Students,Grade 4,Student Attitudes,Computer Attitudes,Information Technology,Handheld Devices,Television,Robotics,Equipment,Technology

It was aimed with this study to identify primary school fourth-grade students' perceptions of technology. The study was designed as phenomenology method. The participants of the research were composed of 58 primary school fourth-grade students attending to a public school. The research data were obtained through picture drawing, metaphors, Word Association Test, and semi-structured interviews. The findings showed that the students had similar perceptions of technology and they associated the concept of technology rather with higher tech products. They also defined technology as things that make things easier and emphasized that it has positive and negative aspects.
Personal Explorations in the Study of Race and Ethnic Relations
Author: Marín, Marguerite V.
Date: 2018-09-00
Type: Journal Articles
Subjects: Controversial Issues (Course Content),Race,Racial Relations,Ethnic Groups,Social Attitudes,Racial Bias,Misconceptions,Barriers,Teaching Methods,Group Activities,Genealogy,Discussion (Teaching Technique),Cooperative Learning,Student Centered Learning,College Students,Cultural Awareness

Many have discussed the inherent problems in teaching race and ethnic relations courses. Students often come to class with preconceived ideas about their social world, and a range of feelings and experiences including confusion, biases, and misconceptions. Therefore, significant barriers to learning exist before the first day of class. To address these challenges, I developed a six-step teaching strategy where students could thoughtfully discuss and collaborate on group projects covering emotionally charged subjects in a non-threatening environment. In doing so, I organized my course, Race and Ethnic Relations, around the students' use of family histories. Students, working in small groups, placed seemingly personal family stories within the broader structures of American race and ethnic relations. Students explored the structural basis of race and ethnic relations through concept-driven assessments of their family histories. The use of personalized family data allowed students to feel at ease discussing difficult topics. This essay includes qualitative data from student projects and their reflections on the effectiveness of this assignment. Student reflections revealed their relative comfort in holding discussions and presenting information on sensitive and uncomfortable topics.
Do Students Overestimate Their Contribution to Class? Congruence of Student and Professor Ratings of Class Participation
Author: Meyer, Megan L.
Date: 2018-09-00
Type: Journal Articles
Subjects: Student Participation,Classroom Communication,Teacher Attitudes,Student Attitudes,Scoring Rubrics,Correlation,College Faculty,Undergraduate Students,Prediction,Feedback (Response),Metacognition,Private Colleges,Comparative Analysis

As student participation is an essential component of many classes, this research attempted to foster increased congruence between student and professor ratings of class participation. Study 1 (N = 191) explored the utility of a detailed grading rubric in assessing participation. As predicted, providing students and faculty with the same rubric resulted in a moderate correlation between their ratings. Consistent with previous research, student ratings were higher than professor ratings, particularly for low participators. Utilizing this rubric, Study 2 (N = 87) examined congruency at mid-term and again at end-term. Contrary to what was predicted, feedback provided at mid-term did not increase congruence at end-term. A potential implication of this finding is underdeveloped metacognitive skills in low participators. Perhaps, more frequent and substantive feedback is essential for these students.
Virtual Classrooms: Analyzing Student and Instructor Collaborative Experiences
Author: Chadha, Anita
Date: 2018-09-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Asynchronous Communication,Teacher Student Relationship,Cooperation,Undergraduate Students,Student Characteristics,Gender Differences,College Faculty,Reflection,Institutional Characteristics,Discussion (Teaching Technique),Politics,Use Studies

Virtual courses create a self-directed learning environment for students. Given that online environments provide anonymity so that the emphasis is on the content, rather than on the form of the message or the identity of the sender (Herring, 1993) this study assesses students' personal usages in an online collaboration across several states and semesters. In examining the student and instructor perspective, the findings are significant in that, students engage in reflective work employing academic quality discussions across varying institution types from community colleges to public and private universities and that their discussions occur without gender or question type biases. Semester-end surveys confirm that an asynchronous e-learning collaboration enhanced their educational experience and they belonged to a global community of learners. This study adds its significant findings about the growth of online discussions promoting and enhancing the experience of e-learners and collaborative endeavors.
Neuroscience and Digital Learning Environment in Universities: What Does Current Research Tell Us?
Author: Ng, Betsy
Date: 2018-09-00
Type: Journal Articles
Subjects: Neurosciences,Educational Technology,Technology Uses in Education,Higher Education,Cognitive Science,Eye Movements,Diagnostic Tests,Learner Engagement,Online Courses,Cognitive Processes,Memory,Learning,Student Motivation

The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.
Promoting Long-Lasting Learning through Instructional Design
Author: Hultberg, Patrik
Date: 2018-09-00
Type: Journal Articles
Subjects: Instructional Design,Learning Processes,Short Term Memory,Cognitive Ability,Learning Strategies,Teaching Methods,Cognitive Processes

Passively listening to a lecture (deWinstanley &amp; Bjork, 2002), skimming a textbook chapter, or googling for an answer to a homework problem is not conducive to deep and lasting high-order learning. At the same time, presenting complex concepts in problem-based classes might overload students' working memory capacity. Effective student learning necessitates students to process information in their working memories, as well as storing information, facts and skills, in their long-term memories. Students must then be able to retrieve this information into their working memory in the future, in order to apply the information to new situations. That is, students must be able to recognize the characteristics of a future situation or problem and correctly retrieve the appropriate information stored in their long-term memory (Kirschner, Sweller, &amp; Clark, 2006) to tackle the issue. Using the framework of Cognitive Load Theory, this article proposes an instructional model that promotes five strategies for learning and teaching; i.e. spacing, retrieval practice, elaboration, interleaving, and concrete examples, to effectively help students store and retrieve information from their long-term memory.
Automatically Measuring Question Authenticity in Real-World Classrooms
Author: Kelly, Sean
Date: 2018-10-00
Type: Journal Articles
Subjects: Middle School Students,Natural Language Processing,Artificial Intelligence,Teaching Methods,Educational Practices,Grade 7,Grade 8,Man Machine Systems,Classroom Communication,Correlation,Questioning Techniques,Discussion (Teaching Technique),Teacher Effectiveness,Transcripts (Written Records),Nonprint Media

Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use automatic speech recognition, natural language processing, and machine learning to train computers to detect authentic questions in real-world classrooms automatically. Our methods were iteratively refined using classroom audio and human-coded observational data from two sources: (a) a large archival database of text transcripts of 451 observations from 112 classrooms; and (b) a newly collected sample of 132 high-quality audio recordings from 27 classrooms, obtained under technical constraints that anticipate large-scale automated data collection and analysis. Correlations between human-coded and computer-coded authenticity at the classroom level were sufficiently high (r = 0.602 for archival transcripts and .687 for audio recordings) to provide a valuable complement to human coding in research efforts.
Border-School Champions: Chess and English Language Learners
Author: Seidlitz, John
Date: 2018-00-00
Type: Journal Articles
Subjects: Middle School Teachers,Middle School Students,English Language Learners,Teaching Methods,Games,Teacher Expectations of Students,Low Income Students,Hispanic American Students,Student Needs,Student Development

Saul Ramirez, a middle school art teacher and chess coach, who had been an English language learner (ELL) and a former chess champion, knew how chess could change students' lives. His own experiences inspired him to start the Henderson Middle School chess team. Henderson is a low-income school located in one of the poorest zip codes in the United States, right on the border with Mexico. In 2015, Ramirez' team of 12 ELLs from El Paso, Texas, most of whom had never heard of chess previously, went on to become national chess champions. After winning that championship, Ramirez told the team members that they would need to maintain A or B averages throughout the next year to continue competing. Ramirez emphasizes the importance of listening to his students, providing only positive energy, and setting high expectations. This past year, 50 percent of the Henderson team was girls, who contributed to the team placing first at nationals in two divisions and set an example for other Latinas. This article emphasizes the importance of helping ELLs, particularly those from low-income backgrounds, reach their full potential beyond academics.
Missions of Future Curricula for Realizing the Visions of Iranian Higher Education on the Horizon, 2025
Author: Abdi, Hamid
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Role of Education,College Curriculum,College Faculty,Graduate Students,Social Influences,Institutional Mission,Sustainable Development,Teacher Attitudes,Student Attitudes,Economic Factors,Cultural Influences,Conservation (Environment)

Problem Statement: To Iranian policy makers, higher education plays a key role in realizing the country's development visions. This has led to the mapping of visions of higher education in upstream resources. In this regard, curriculum is an essential tool for higher education to fulfil its functions optimally. However, despite its significance, the clarification of the missions of future curricula is almost entirely neglected in Iran as the subject of research. Purpose of Study: This study aimed to clarify the missions of future curricula of Iranian higher education based on the visions of the country's higher education on the horizon of 2025 (Iran's 20-Year Vision Plan). Research Methods: The present research was developmental in terms of purpose, and was conducted through a combined exploratory method in the academic year 2014-15. The qualitative method was used to analyse the qualitative content of the upstream resources (e.g., artefacts and policy documents) as well as interviews with 14 experts from higher education. In addition, the quantitative method was used to collect data from 338 faculty members and PhD students. In this research, the data obtained from qualitative content analysis of the interviews was used to build the questionnaire. Findings: Findings indicated that the emphasis on research and technological functions, alongside that of education and service, pursues the goal of translating the knowledge acquired in the country into product. The results also revealed that, the approach to future curricula is society-oriented, and the accountability to the society should be at the centre of strategies of curriculum development. Implications for Research and Practice: The present study emphasized making Iranian universities more mission-oriented and aligned with the realization of higher education perspectives as well as the realization of sustainable development through following the established missions for the curriculum.
Reflective EFL Education in Iran: Existing Situation and Teachers&apos; Perceived Fundamental Challenges
Author: Aliakbari, Mohammad
Date: 2018-00-00
Type: Journal Articles
Subjects: Reflective Teaching,English (Second Language),Second Language Learning,Foreign Countries,Teacher Attitudes,Language Teachers,Barriers,Secondary School Teachers,Reflection

Purpose: The significance of reflective teaching has been widely underscored in the literature. A primary consideration concerning the actualization of teacher reflection is seeking existing challenges to the approach and planning to handle them. This study sought to explore the current status of reflective teaching among Iranian EFL teachers and their perception of fundamental challenges to teacher reflection. Methods: Adopting a mixed-method approach, this study took advantage of questionnaire and open-ended survey. The data were collected from 176 high school teachers. To indicate whether any significant discrepancy existed between the expected and observed behaviours, chi-square goodness-of-fit test was run at item level. Concerning the data collected through the open-ended survey, the recurrent themes were identified, and the major categories of challenges, subcategories, and their frequency of being mentioned were extracted. Findings: The results of chi-square goodness-of-fit test were statistically significant in 28 items out of 29, that is, there were significant discrepancies between the expected and observed behaviours in case of 28 dimensions of teacher reflection included in the instrument. Following the thematic analysis, five main categories of obstacles were extracted, including the obstacles relevant to teachers, students, educational system (macro and micro level), political system, and parents. In terms of frequency, the categories of educational system and teacher-relevant obstacles were the first and second most frequently mentioned categories. Implications for Research and Practice: Indicating an inappropriate situation, the results implied the necessity for change in teacher education programs and highlighted the role of the Ministry of Education in facilitating teacher reflection.
The Relationship between Pre-Service Teachers&apos; Cognitive Flexibility and Interpersonal Problem Solving Skills
Author: Esen-Aygun, Hanife
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Cognitive Ability,Problem Solving,Interpersonal Relationship,Elementary School Teachers,Gender Differences,Parent Background,Mothers,Educational Attainment,Instructional Program Divisions,Intellectual Disciplines,Socioeconomic Status,Foreign Countries,Correlation

Purpose: In this study, the aim was to investigate pre-service teachers' cognitive flexibility in terms of specific variables and determine the relationship between pre--service teachers' cognitive flexibility and interpersonal problem solving skills. Research Methods: The study was designed in descriptive correlation model. Data were collected via the Cognitive Flexibility Inventory and Interpersonal Problem Solving Inventory from 531 pre-service teachers who studied in the Primary Teacher Training Departments during the fall semester of the 2017-2018 academic years. Findings: The findings indicated that there were significant differences according to gender and maternal education status, while there were no significant differences according to class level, department, and fathers' education status, socio-economic and socio-cultural status. In addition, there was a relationship between pre-service teachers' cognitive flexibility and interpersonal problem solving skills. Implications for Research and Practice: It has been shown that pre-service teachers, who are cognitively flexible, are able to solve problems constructively and persistently. It is thought that an important characteristic of the professional and personal development and success of pre-service teachers who are trained to educate future generations to use their cognitive flexibility skills effectively in the solution of interpersonal problems. Based on the findings, it is recommended to take measures within the scope of teacher training in order to develop the capacities of cognitive flexibility of pre-service teachers.
Views of Teachers Regarding the Life Skills Provided in Science Curriculum
Author: Erduran Avci, Dilek
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Daily Living Skills,Science Instruction,Science Curriculum,Scientific Literacy,Science Teachers,Foreign Countries,Secondary School Teachers,Science Process Skills,Scientific Concepts

Purpose: Teachers have an important role to help their students acquire and improve their life skills. Therefore, it is essential to ask what science teachers think about the concept of life skills and how they perceive this concept. The aim of this study was to examine how science teachers perceive life skills and what they think about life skills as part of the learning process in Turkish Science Course Curriculum. Research Methods: This research was conducted as a case-study. 26 science teachers, who worked in the centre of Burdur province, participated in the study. Data were collected with semi-structured interviews. Findings: This study revealed that science teachers believed that life skills are necessary for every individual but when it was assessed according to Turkish Science Course Curriculum, awareness of relating life skills to daily life was significantly low. Most teachers perceived life skills limited only to their own branch of education (e.g., science). Implications for Research and Practice: It was essential for us to increase the level of teacher awareness about life skills, which are integrated to the curriculum, in order to make the students gain and/or improve the life skills required in the 21st century. We propose that new policies, which focus on pre-service and in-service educational activities that help teachers to improve their vocational qualifications to integrate their own life skills with the courses, should be developed.