ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Mental Health on Student Learning
Author: VanderLind, Ren
Date: 2017-00-00
Type: Journal Articles
Subjects: Mental Health,Mental Disorders,Correlation,Learning,College Students,Academic Achievement,Success,Gender Differences,Depression (Psychology),Anxiety,Learning Theories,Metacognition,Personality Traits

Learning can be hindered by students' mental health. Given the increased reports of mental health concerns among college students, it is imperative that we understand how best to provide supports to this population to help them learn and succeed. This is particularly significant given the body of research that demonstrates how mental illness may negatively affect student success and degree persistence. In order to best serve this growing population, there are possible supports that can be provided in the classroom embedded into current practices and learning opportunities for all students across the board. This article addresses the connections between learning and mental health, practical takeaways for practitioners, and directions for future research.
Planning for Program Design and Assessment Using Value Creation Frameworks
Author: Whisler, Laurel
Date: 2017-00-00
Type: Journal Articles
Subjects: Program Design,Planning,Value Judgment,Peer Teaching,Mentors,Communities of Practice,Program Effectiveness,Tutoring,Student Leadership,College Students,Student Attitudes

This article explains a program design and planning process using the Value Creation Framework (VCF) developed by Wenger, Trayner, and de Laat (2011). The framework involves identifying types of value or benefit for those involved in the program, conditions and activities that support creation of that value, data that measure whether the value was created, as well as strategic effect of that value for individuals and the institution. This article explains how the authors used the VCF to re-design and plan assessment for their learning center area in the Westmoreland Academic Success Center (ASC) at Clemson University. The goal in articulating this process is to provide a tool that others can use in their contexts while showcasing a new perspective on how to approach program design and assessment.
The Hidden Role of Teachers: Child and Classroom Predictors of Change in Interracial Friendships
Author: Cappella, Elise
Date: 2017-10-00
Type: Journal Articles
Subjects: Racial Relations,Friendship,Behavior Problems,Elementary School Students,Middle School Students,Individual Characteristics,Context Effect,Predictor Variables,Systems Approach,Educational Theories,White Students,African American Students,Teacher Student Relationship,Individual Development,Student Surveys,Parent Surveys,Likert Scales,Classroom Environment,Hierarchical Linear Modeling,Student Attitudes,Age Differences,Longitudinal Studies,Statistical Analysis

Children in late elementary and middle school tend to form friendships with same-race peers. Yet, given the potential benefits of cross-race friendships, it is important to understand the individual and contextual factors that increase the likelihood of cross-race friendship over time. Guided by contact hypothesis and systems theory, we examine the student and classroom predictors of change in same-race friendships over 1 school year using a sample of 553 African American and European American students in 53 classrooms. Results suggest that same-race friendships increase over time, with greater increases among European American and older children. Youth externalizing behavior predicted a greater increase in same-race friendships; classroom support predicted less of an increase in same-race friendships from fall to spring. Lastly, African American students in classrooms with greater differential teacher treatment were more likely to engage in cross-race friendships over time. Findings are discussed in light of psychological and educational theories and prior research.
Effects of a 24 Week Multifaceted Sports Training Program on Some Physical Characteristics of 5 to 9 Year-Old Children
Author: Bagci, Emre
Date: 2017-10-00
Type: Journal Articles
Subjects: Physical Characteristics,Athletics,Physical Activities,Physical Education,Program Effectiveness,Program Implementation,Health Related Fitness,Student Records,Body Weight,Biofeedback,Intervention,Exercise Physiology,Outcomes of Treatment,Foreign Countries,Statistical Analysis,Children

This study was conducted to investigate the effects of a 24-week multifaceted sport training program on some physical and performance characteristics of 5-9 year old children. There are many researches about the necessities for children to start physical activity at an early age. According to the characteristics of different physical activities to be performed, children can endow with different developments. Multifaceted development in the motor properties of an unbranched individual will also benefit him/her in the branching phase. A branch that will be applied to children will develop the characteristics of that branch in the child. This study aims to determine the effects of the implementation of a training program consisting of the basic characteristics of different branches on the physical characteristics of children. A group of children with a mean age of 6.4 (SD 1.34) (n = 98) residing in Ankara participated in the study. A training program including basic techniques of many sports branches was applied to children in the form of 2 lesson hours per day for 2 days in each week. Lessons are scheduled for 45 minutes. During the 24-week training period, children were tested and measured three times; at the beginning, in the middle and at the end of the study. All physical characteristics of the children within the scope of the study has improved, and the differences in the test of vertical jump, throwing medicine ball, right foot balance posture, left hand grip force, shuttle, horizontal jump and 10x5m running were found to be statistically significant (p&lt;0.05).
Effects of Digital Storytelling in Mathematics Instruction on Academic Achievement and Examination of Teacher-Student Opinions on the Process
Author: Özpinar, Ilknur
Date: 2017-10-00
Type: Journal Articles
Subjects: Mathematics Instruction,Academic Achievement,Story Telling,Electronic Publishing,Opinions,Grade 8,Teacher Attitudes,Student Attitudes,Quasiexperimental Design,Achievement Tests,Interviews,Statistical Significance,Pretests Posttests,Experimental Groups,Control Groups,Teaching Methods,Instructional Effectiveness,Foreign Countries,Statistical Analysis

Storytelling is a popular instrument used in every domain of natural and social interaction for human communication and commonly used in classrooms to enrich the learning experience. With the use of technological tools in every field of our daily lives, its use in educational environments has become inevitable and in parallel with the development of these tools, digital stories have started to replace traditional storytelling. Digital storytelling offers advantages such as providing diverse applications in the classroom environment, personalizing the learning experience, being interesting, helping difficult subjects explained, addressing real-life-related situations, supporting active learning, allowing for the creation of costless learning environments, and improving motivation and achievement. Materializing a course such as mathematics in which abstract concepts are given, helping students use the learned information with stories and associate it with daily life, developing activities to make learning environments enjoyable when learning and applying by taking students away from the traditional understanding of instruction are considered some of the most important duties of teachers in this process. In accordance with the related considerations, this study aims to investigate the effects of mathematics courses instructed by association with digital storytelling on 8th-grade students' academic achievements and the teacher and student opinions on the application process. The study using the quasi-experimental method was conducted with 58 students. The Achievement Test, written opinion forms to receive student opinions and interview form for teacher were prepared by the researchers to this end. At the end of the study, although no statistically significant differences were found between the groups in the posttest and the delayed-posttest in terms of academic achievement score averages of the students in the experimental group were found to be higher than the score averages of the students in the control group. The results achieved in this study show that digital storytelling is a powerful instrument to create more interesting and enjoyable learning environments which facilitate association with daily life, allow for effective learning and participation. It was also stated that the students and the mathematics teacher had positive opinions on use of digital stories in the courses and its contribution to the courses.
Development of a Template Lesson Plan Based on 5e Model Enhanced with Computer Supported Applications and Conceptual Change Texts
Author: Seker, Burcu Sezginsoy
Date: 2017-00-00
Type: Journal Articles
Subjects: Lesson Plans,Models,Scientific Concepts,Concept Teaching,Misconceptions,Computer Graphics,Computer Simulation,Class Activities,Courseware,Error Correction,Technology Integration,Interviews,Grade 4,Teaching Methods,Scientific Literacy,Science Achievement,Foreign Countries

Students learning a defined subject only perform by learning of thinking based on the concepts forming that subjects. Otherwise, students may move away from the scientific meaning of concepts and may fall into conceptual errors. Students' conceptual errors affect their following learning and cause them resist change. It is possible to prevent this resistance with conceptual change texts. This study aimed to correct present concepts of students by exchanging them with new concepts and rearranging their present knowledge structure using conceptual change texts. Conceptual change texts were introduced at the explanation step of a 5e model by assuming that a 5e model enhanced with texts would make learning meaningful and permanent. In other steps of the 5e model, audio-visual elements such as animations, colored pictures, and computer-supported applications were used to increase the permanency and accessibility of knowledge. The objective of this study is to develop a lesson plan and activities based on the 5e model that would be a template for the learning outcome: &quot;He/she distinguishes natural and man-made elements that he/she sees in his/her environment&quot;, which occurs in &quot;The Place We Live&quot; unit in 4th grade social sciences curriculum and for learning outcomes of the concepts in the same unit. Photostory 3 software is among the computer-supported applications used in the preparation of activities. Conceptual errors related to the subject were determined by literature review and by considering the students' opinions before preparation of conceptual change texts.
University Students&apos; Views on the Education and Teaching of Civilization History: Bayburt University Education Faculty Sample
Author: Elban, Mehmet
Date: 2017-10-00
Type: Journal Articles
Subjects: History Instruction,Social Change,College Students,Mixed Methods Research,Semi Structured Interviews,Content Analysis,Questionnaires,Professional Development,Student Development,Course Evaluation,Elementary School Curriculum,Student Evaluation of Teacher Performance,Learning Activities,Foreign Countries

The purpose of this research is to evaluate the teaching and educational activities in the civilization history lesson. The model of the research is the exploratory sequential design from mixed research patterns. The appropriate sampling method was used in the research. The qualitative data of the research were collected from 26 students through a semi-structured interview form. Content analysis was used in the analysis of qualitative data. The quantitative data of the research were obtained by a questionnaire developed as an analysis of the qualitative data of the research. 95 students participated in the questionnaire. Descriptive statistics were used in the analysis of quantitative data In the research, it was understood that the positive attitudes towards the civilization history lesson of the students in the primary school teaching department were caused by curiosity and interest and their negative attitudes were caused by making the students passive and lesson subjects. The civilization history study methods of students are source books, lesson teacher, note-taking, and to work by typing. Reasons of topics which are students easily learn are interest and curiosity, national history and previous information. The reason for the difficulty in learning on some subjects is that there are too many subjects. Interest and curiosity with teaching method and technique are common causes of the success and failure of the students in the civilization history lesson. In addition, students attach great importance to the use of interactive teaching methods and techniques and visual teaching materials in civilization history lesson.
Preservice History Teachers&apos; Perceptions of Subject Matter Competency
Author: Yildirim, Tercan
Date: 2017-10-00
Type: Journal Articles
Subjects: Teacher Attitudes,Preservice Teachers,Preservice Teacher Education,Student Teacher Attitudes,Teacher Competencies,History Instruction,Gender Differences,Institutional Characteristics,Student Educational Objectives,Geographic Location,Grade Point Average,Pedagogical Content Knowledge,Foreign Countries,Factor Analysis,Statistical Analysis

Teachers should be able to understand conceptual constructs, viewpoints, and principles related to their field and organize teaching process accordingly. This is valid also for history teachers. They are expected to comprehend the basic conceptions related to subject areas and reflect them on classroom practices. The association between subject matter and pedagogy is significant for the quality of teaching. The drawbacks in content knowledge cause deficiencies in learning and a tendency to handle subjects in a similar manner. The aim of this study was to investigate preservice history teachers' perceptions of content knowledge in terms of different variables. Within this scope, Scale of Perceived Competence in History as a Subject Matter was used as the data collection tool. The participants were composed of 305 preservice history teachers receiving pedagogical formation education at 3 different universities in Turkey during 2016-2017 academic year. In this study, it was investigated whether participants' perceptions of subject matter competency differed in terms of gender, graduation high school, order and reason of choosing the program studied, city of program studied, and general academic average.
Blending Problem Based Learning and History of Science Approaches to Enhance Views about Scientific Inquiry: New Wine in an Old Bottle
Author: Dogan, Nihal
Date: 2017-10-00
Type: Journal Articles
Subjects: Blended Learning,Problem Based Learning,Science Education History,Scientific Attitudes,Scientific Methodology,Inquiry,Technology Uses in Education,Preservice Teacher Education,Preservice Teachers,Instructional Innovation,Instructional Effectiveness,Questionnaires,Student Teacher Attitudes,Minimum Competencies,Gender Differences,Student Educational Objectives,Grade Point Average,Teaching Methods,Foreign Countries,Action Research,Content Analysis,Qualitative Research

In 2016, the Program for International Student Assessment (PISA) showed that approximately 44.4% of students in Turkey obtained very low grades when their scientific knowledge was evaluated. In addition, the vast majority of students were shown to have no knowledge of basic scientific terms or concepts. Science teachers play a significant role in facilitating students' understanding of science, conceptions of scientific inquiry (SI) and the nature of science (NOS), and the transfer of those conceptions into classroom practice. Therefore, in this paper, I present my experiences of blending problem-based learning (PBL) and the history of science (HOS) with technological approaches. The study aimed to determine the effectiveness of this innovative approach in improving pre-service science teachers' SI views. The Views about Scientific Inquiry (VASI) questionnaire was used as a data collection tool (Lederman et al., 2014). The findings showed that most of the views of pre-service science teachers improved for all SI items except &quot;Consistent with data collected.&quot; The results also indicated that the teachers that used these approaches were able to overcome initial barriers in preparing lesson plans for teaching science and SI.
A Review of Internship Opportunities in Online Learning: Building a New Conceptual Framework for a Self-Regulated Internship in Hospitality
Author: Roy, Jan
Date: 2017-00-00
Type: Journal Articles
Subjects: Internship Programs,Online Courses,Electronic Learning,Hospitality Occupations,Educational Innovation,Best Practices,Job Training,Independent Study,Distance Education,Models,Skill Development,Virtual Universities,Guidelines,Educational Planning,Program Development

The primary purpose of the article was to build a framework for an innovative approach to online internships after examining best practices in hospitality internships. Learning the ins and outs of an industry virtually, using contemporary internship methods strengthens the student's expertise and better prepares them for future workplace environments. Researchers find value in the virtual component of the internship experience, yet, none of them connect the use of the virtual experience to one that is conducted on the ground as well. Existing self-regulated learning models and virtual internship models do not integrate a ground-based component. Existing hospitality internship frameworks do not incorporate a distance learning component. The increase of virtual internships is beneficial to developing student confidence, building relationships, and mirroring their real-life experience in the workplace. Furthermore, real-world experiences can be more important for online students when they graduate and go into the workforce. Thus, a new framework had to be created to integrate distance learning with ground-based internships in the hospitality industry. Schools using this model will enable students to gain valuable experience and interviewing skills, build confidence and professionalism to seek and find an internship that is germane to their passion.
An Approach to Scoring Collaboration in Online Game Environments
Author: Scoular, Claire
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Games,Computer Games,Scoring,Cooperative Learning,Problem Solving,Performance Based Assessment,Data Collection,Measurement,Foreign Countries,Early Adolescents,Secondary School Students,Student Behavior,Play,Educational Innovation

With technological advances, it is now possible to use games to capture information-rich behaviours that reveal processes by which players interact and solve problems. Recent problem-based games have been designed to assess and record detailed interactions between the problem solver and the game environment, and thereby capture salient solution processes in an unobtrusive way (Zoanetti, 2010; Bennett et al., 2003; Shute &amp; Wang, 2009). The Assessment and Teaching of 21st Century Skills project used an innovative approach to capture these processes through responses (activities and communication patterns) within collaborative games (Griffin &amp; Care, 2015). Game player response patterns are identified as behaviours that are indicative of skills and are captured in real-time game play within time-structured log files. The analysis of these log files allows for inferences to be drawn in regard to the efficiency and quality of player performance. A concern with this approach is that game development for this purpose is complex, time consuming and expensive, with unique scoring applied to each game. This paper presents another approach that identifies, across games, common behaviours. A systematic scoring system for assessing player behaviours in games could provide access to useful data not only from new games but from existing games. This paper presents such an approach using collaborative games situated in a problem-solving context.
Mobile Phone Usage and Students&apos; Perception towards M-Learning: A Case of Undergraduate Students in Pakistan
Author: Iqbal, Shakeel
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Undergraduate Students,Student Attitudes,Foreign Countries,Educational Technology,Technology Uses in Education,Developing Nations,Ownership,Questionnaires,Student Characteristics,Statistical Analysis

Mobile phones are increasingly becoming part of the daily life of today's youth. This widespread usage of mobile technology has attracted the attention of researchers and academicians to explore the ways and means of using it in formal and informal education. This study investigates the mobile phone's ownership pattern and usage among undergraduate university students in Pakistan. Moreover, students' choice of mobile service provider is explored. The objective of this study is to investigate m-learning potential among university students and their perceptions towards this emerging learning technology. Quantitative data is collected by means of a survey in which 320 undergraduate students enrolled in four academic disciplines (business, engineering, arts and medicine) participated. SPSS software is used for data analysis. Primarily, descriptive statistics (frequencies, percentages, and pie and line charts) are used for describing the data on different attributes obtained from the questionnaire. In addition, to check the significant difference between the students' perception towards m-learning, ANOVA followed by the Post Hoc Tucky test was used. The results indicate that, overall, students have a very positive attitude towards m-learning; however, the perceptions of Arts and Engineering students were found significantly different from those of Medical and Business students. The results of this study have practical implications for the policy-makers, educators and developers of m-learning programs, specifically in the case of developing countries.
An Exploration of the Role of Visual Programming Tools in the Development of Young Children&apos;s Computational Thinking
Author: Rose, Simon P.
Date: 2017-00-00
Type: Journal Articles
Subjects: Young Children,Computer Science Education,Programming,Educational Games,Nonverbal Ability,Thinking Skills,Performance,Predictor Variables,Teaching Methods,Educational Technology,Technology Uses in Education,Problem Solving,Hypothesis Testing,Elementary School Students,Foreign Countries,Worksheets,Statistical Analysis

Programming tools are being used in education to teach computer science to children as young as 5 years old. This research aims to explore young children's approaches to programming in two tools with contrasting programming interfaces, ScratchJr and Lightbot, and considers the impact of programming approaches on developing computational thinking. A study was conducted using two versions of a Lightbot-style game, either using a ScratchJr-like or Lightbot style programming interface. A test of non-verbal reasoning was used to perform a matched assignment of 40, 6 and 7-year-olds to the two conditions. Each child then played their version of the game for 30 minutes. The results showed that both groups had similar overall performance, but as expected, the children using the ScratchJr-like interface performed more program manipulation or 'tinkering'. The most interesting finding was that non-verbal reasoning was a predictor of program manipulation, but only for the ScratchJr-like condition. Children approached the ScratchJr-like program differently depending on prior ability. More research is required to establish how children use programming tools and how these approaches influence computational thinking.