ethanporcaro/eric-fulltext-meta huggingface dataset:
Quantitative Comparison between Traditional and Intensive Face-to-Face Education through an Organizational Model
Author: Checa-Morales, Cristina
Date: 2021-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Student Satisfaction,Foreign Countries,College Students,School Schedules,Models,Coordination,Problem Solving,Communication (Thought Transfer)

Face-to-face education continues to present benefits in terms of student motivation, even though in COVID-19 scenario, online education has been the model of choice. In addition to the traditional face-to-face style, the intensive face-to-face style remains, which allows greater flexibility for the student. The objective of this study was to compare both educational styles and build an organizational model to improve student satisfaction. Two-way general linear model (GLM) with educational styles and satisfaction as fixed factors and discriminant analysis was applied. The selection of the most discriminant variables was made applying the F of Snedecor, Wilks'-Lambda, and the 1-Tolerance. A discriminant model was built. The four variables with the highest discriminant power were problem-solving communication with students' representatives and shared knowledge and goals with lectures in the intensive style and frequent communication with administrative officers in the traditional style. In addition, it was found that greater face-to-face attendance did not imply greater coordination and that intensive style students show greater satisfaction. The appropriate duration of face-to-face education can contribute to the design of an innovative hybrid system in the future.
An Example of Unplugged Coding Education in Preschool Period: Activity-Based Algorithm for Problem Solving Skills
Author: Küçükkara, Muhammed Fatih
Date: 2021-00-00
Type: Journal Articles
Subjects: Coding,Programming,Preschool Education,Computer Science Education,Learning Activities,Preschool Children,Curriculum Implementation,Kindergarten,Problem Solving,Foreign Countries

This study aimed to introduce unplugged algorithm activities developed for preschool children and to examine their implementation process. The activities used in the study were designed to support preschool children to develop and apply different solutions to problem situations that require algorithmic thinking and to learn basic algorithm concepts, such as unit, loop, and command. In total, 24 algorithm activities were used with 16 kindergarten students over a period of 8 weeks. The classroom observations revealed that the students actively participated in the activities, were highly motivated, developed a variety of solutions to the problems, and made sense of the algorithm concepts. Explaining the general structure of unplugged algorithm activities and elaborating on how they can be used in preschool classrooms to promote problem solving skills of the students might offer guidance for practitioners and researchers in the field.
Influence of an Educational Innovation Program and Digitally Supported Tasks on Psychological Aspects, Motivational Climate, and Academic Performance
Author: Vaquero-Cristóbal, Raquel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Innovation,Student Motivation,College Students,Academic Achievement,Self Concept,Psychological Needs,Program Effectiveness,Electronic Learning,Technology Integration,Cooperative Learning,Foreign Countries

Background: In university education, there is a need to provide students with the ability to use knowledge, and it has been shown that the cooperative model, with respect to information and communication technology (ICT), is effective. The aim of this study was to analyze the influence of an educational innovation program, based on the jigsaw technique and digitally supported tasks, on the psychological aspects, motivational climate, and academic performance of university students. Methods: A quasi-experimental study was conducted with an experimental group consisting of 100 university students (mean age: 21.84 ± 1.50 years). The motivational climate and the basic psychological needs in education, intrinsic motivation, academic self-concept, and academic performance were measured. Results: Significant increases were found in all variables after the intervention (p &lt; 0.006-0.001), except for the variable, ego-motivational climate. The covariate perception of prior competences was significant for the model (p &lt; 0.001). The students who had chosen a specific topic to develop with the jigsaw technique obtained a better grade than the rest of their classmates when the student's academic performance was included as a covariate (p &lt; 0.001). Conclusions: The psychological aspects, motivational climates, and academic performances of university students improved after the implementation of an educational innovation program, based on the cooperative learning model with the jigsaw technique, and the use of digitally supported tasks.
Adaptive Intelligence: Its Nature and Implications for Education
Author: Sternberg, Robert J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Intelligence,Adjustment (to Environment),Creative Thinking,Logical Thinking,Creativity,Thinking Skills,Problem Solving,Teaching Methods,Mathematics Education,Language Arts,Social Sciences,Natural Sciences,Art Education,Intelligence Tests

This article introduces the concept of adaptive intelligence--the intelligence one needs to adapt to current problems and anticipate future problems of real-world environments--and discusses its implications for education. Adaptive intelligence involves not only promoting one's own ability to survive and thrive, but also that of others in one's own generation and in future generations. The article opens with a discussion of some of the strengths but also the limitations of the concept of general intelligence. It then discusses the concept of adaptive intelligence. Then, it breaks down adaptive intelligence into its constituent parts--creative, analytical, practical, and wisdom-based skills and attitudes. Finally, it discusses how the concept of adaptive intelligence can be operationalized in schools.
Internal Tensions of Building a Dissertation through the Lens of Black Finesse: Toward Decolonizing Higher Education
Author: Mackey, Janiece Zalina
Date: 2021-00-00
Type: Journal Articles
Subjects: Doctoral Students,African American Students,Doctoral Dissertations,Undergraduate Students,Racial Identification,Phenomenology,Student Research,Justice,Student Attitudes,Political Science,Culturally Relevant Education

In this paper, I focus on the process of building a dissertation that honored the Black souls of my undergraduate participants along with my own Black soul as a form of resistance to advance racial equity in higher education. Through endarkened narrative inquiry, this paper will address the internal tensions I navigated in building a dissertation that centered Blackness through the prism of what I have conceptualized as Black Finesse. I unveil components from my dissertation that manifested a shift in how knowledge generation can be developed and written. I conceptualized a methodology entitled race-grounded phenomenology (RGP) and call for a re-imagining of qualitative research around the ways Black students navigate higher education. I reflected upon the internal tensions and mental leaps of my dissertation process through theoretical decolonial inquiry. As decolonial praxis to unmake the canon of research and dissertation creation, I lean upon four elements of decolonizing higher education as a way to reimagine decolonial futures that were actualized via my dissertation process.
&quot;The School for the Travellers and the Blacks&quot;: Student and Teacher Perspectives on &quot;Choosing&quot; a Post-Primary School with a High Concentration of Disadvantage
Author: Mc Ginley, Hannagh
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Teacher Attitudes,Secondary School Students,Secondary School Teachers,Disadvantaged Schools,Foreign Countries,Ethnic Groups,Migrants,Minority Group Students,School Demography,School Choice,Reputation,Access to Education

Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg's) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and &quot;other&quot; minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants' perceptions of the school as being a school &quot;for the Travellers and the Blacks&quot; and its &quot;reputation&quot; in this regard, as well as the factors impacting the &quot;choice&quot; of the school by different groups of students. Both teacher and student participants were aware of the school's negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school &quot;for the Travellers and the Blacks&quot;, it was seen as a &quot;tough&quot; school and one in which academic expectations were low. Choosing St. Greg's was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and &quot;freebies&quot;. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland's increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.
Behavior Change for Low-Income Individuals Resulting from a Cooperative Extension Financial Capability Program
Author: Tobe, Erica
Date: 2021-00-00
Type: Journal Articles
Subjects: Behavior Change,Low Income Groups,Money Management,Program Evaluation,Program Effectiveness,Diversity,Knowledge Level,Models,Decision Making,Debt (Financial),Extension Education,Pretests Posttests,Participant Characteristics,Income,Race,Ethnicity,Gender Differences,Employment Level,Unemployment

An evaluation was implemented over a 3-year period to assess a statewide financial capability program for low-income, diverse clientele in Michigan. Pre- and post- program evaluation data was used to determine knowledge gain and intended behavior change. Follow-up evaluation data confirmed behavior changes across 10 financial practices. Using the Transtheoretical Model of Behavior Change, research findings revealed participants were better able to maintain change in key financial practices including making wise money decisions, creating a spending plan, and managing debt as a result of the educational program. Recommendations are provided to support future programs with similar clientele.
Lesson Study as a Means to Change Secondary Preservice Physics Teachers&apos; Practice in the Use of Multiple Representations in Teaching
Author: Conceição, Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Physics,Teaching Methods,Communities of Practice,Science Teachers,Kinetics,Scientific Concepts,Concept Formation,Grade 9,Secondary School Science,Graduate Students,Teacher Education Programs,Foreign Countries

Multiple representations, such as experimental data, schemas, tables, and graphs, are an essential resource in science teaching. However, their use in the classroom typically poses a challenge for preservice teachers. The aim of this research is to examine changes in the practices of a group of preservice teachers regarding the use of multiple representations in the teaching of kinetic energy to 9th grade students, when this training is included in their initial teacher education program. For this purpose, a collaborative, reflexive, and student-learning centered approach, namely, a lesson study with three cycles, was implemented. A descriptive and content analysis for qualitative data collected showed improvement in the practices of the preservice teachers, namely on the representations both of the event that represents the &quot;real&quot; world, as well as of the scientific concepts. The results obtained contribute to deepening the knowledge on the use of multiple representations by preservice teachers, as well as to increasing the knowledge on using lesson study to develop the ability to use multiple representations during initial teacher education.
Teachers&apos; Abstracted Conceptualizations of Their Way in Experiencing the Leadership in the Classroom: Transferring Knowledge, Expanding Learning Capacity, and Creating Knowledge
Author: Zydziunaite, Vilma
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Leadership,Teacher Attitudes,Teacher Student Relationship,Learning,Elementary School Teachers,Secondary School Teachers

Despite the abundance of decades of research into teacher leadership, uncertainty remains due to confusion around the notions of teacher leadership and the unity or at least the authenticity of definitions, and there is a need for a deeper understanding of this leadership process as the teacher works with students in the classroom. The existing definitions and descriptions of teacher leadership do not determine the connection between teacher leadership and student learning, and the subject remains empirically unsubstantiated. The aim of this study was to develop a set of categories of description derived from the teachers' conceptions of their leadership in the classroom through learning interactions with students. The study was based on the phenomenographic research methodology. Data were collected by conducting semistructured interviews with 37 teachers. A phenomenographic analysis sought a description, analysis, and understanding of experiences with the focus on variation in the conceptions of the phenomenon, as experienced by teachers. Findings revealed that teachers discern their leadership through working with students at school in three stages represented by three categories of description--transferring knowledge, expanding learning capacity, and creating knowledge. All these stages are linked by teacher-student interaction which facilitates successful and meaningful learning for students within the classroom. The connections between the three stages demonstrate the need for teacher-student collaboration, teaching personalization, the professional expertise of the teacher, and learning cocreation. The findings of this study contribute to the expansion of the concept of teacher leadership not only as expert influence through the application of specific teaching methods, but as a coherent process from knowledge transfer to its creation through reciprocal teacher-student learning in the classroom.
Developing an Observation Tool to Measure Preschool Children&apos;s Problem-Solving Skills
Author: Anggoro, Florencia K.
Date: 2021-00-00
Type: Journal Articles
Subjects: Problem Solving,Preschool Education,Preschool Children,Observation,Test Construction,Engineering,Intervention,Program Effectiveness,Student Behavior,Vocabulary,STEM Education,Preschool Curriculum,Curriculum Development,Disadvantaged Youth

In the Next Generation Science Standards (NGSS), problem-solving skills are part of science and engineering practices for K-12 students in the United States. Evaluating these skills for the youngest learners is difficult due to the lack of established measures. This paper reports on our process of developing an observation instrument to measure preschool children's learning and their application of problem-solving skills, namely, the steps of the engineering design process (EDP). The instrument, Engineering Preschool Children Observation Tool (EPCOT), was intended to evaluate the frequencies of problem-solving behaviors and use of EDP-related vocabulary by observing preschoolers engaged with the Seeds of STEM eight-unit curriculum in the classroom. In this paper, we describe the development process and revision of EPCOT, its current constructs, and present descriptive findings from using the tool in a pilot study with sixteen classrooms: eight intervention classrooms who received the entire curriculum, and eight comparison classrooms who received only the eighth unit of the curriculum (to enable comparison). We found that, out of 34 possible behaviors across the problem-solving process, children in all classrooms engaged in 31 unique problem-solving behaviors, suggesting that preschool children are indeed capable of meaningfully engaging in solving problems. We also observed a trend that children who were exposed to more of the curriculum (the intervention group) produced more novel vocabulary words than those in the comparison group, who tended to repeat vocabulary words. Since EPCOT was developed in alignment with state and national standards, we believe it has the potential to be used with other early childhood engineering/problem-solving curricula.
The Impact of COVID-19 Pandemic Containment Measures on Families and Children with Moderate and High-Functioning ASD (Autism Spectrum Disorder)
Author: Saliverou, Margarita
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,COVID-19,Pandemics,School Closing,Parent Attitudes,Barriers,Coping,Foreign Countries,Distance Education,Educational Technology,Special Education,Students with Disabilities,Educational Practices,Adjustment (to Environment),Student Needs,Educational Environment,Socialization,Interpersonal Relationship,Teacher Role,Parent Role,Fear,Anxiety,Employed Parents,Family Environment

The present study focuses on the impact of SARS-CoV-2 (COVID-19) transmission prevention measures and, in particular, home confinement of families with children with autism spectrum disorder (ASD) in Greece. It is assumed that the implemented new measures during the pandemic constitute a profound change for children on the spectrum, considering that the core ASD symptoms include the persistence and adherence to routine and stability, a condition that also directly affects the children's parents. Semi-structured telephone interviews were conducted. Participants were 10 caregivers with a child diagnosed with ASD of medium or high functioning in Greece. The ages of the children range from 6.5 to 15 years old. The results of the thematic analysis revealed three main themes: (1) the educational framework; (2) the management of daily life; and (3) the construction of the new daily routine. These three themes represent the levels that have undergone a decisive transition, and the sub-themes recommend the areas, individual ways of dealing with this shift. So far, the impact of the pandemic mitigation measures cannot be described as generally positive or negative, as there have been advances and setbacks for children and families alike. Finally, governmental measures and technology-assisted teaching (distance learning) were considered necessary but not sufficient enough for full adaptation.
Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic
Author: Ocaña-Moral, María Teresa
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,College Students,Student Attitudes,Stress Variables,Life Satisfaction,Student Needs,Stress Management,Preservice Teachers,Early Childhood Education,Elementary Education,Psychological Patterns,Coping,Academic Achievement

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student's level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students' needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, &quot;Perceived Stress Scale&quot; (PSS) and &quot;Satisfaction with Life Scale&quot; (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r[superscript 2] = 0.019) and Life Satisfaction (r[superscript 2] = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies.
Does a University&apos;s Enslavement History Play a Role in Black Student-White Faculty Interactions? A Structural Equation Model
Author: Garibay, Juan C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Institutional Characteristics,Slavery,United States History,African American Students,College Students,White Teachers,College Faculty,Teacher Student Relationship,Structural Equation Models,Emotional Response,Student Experience,Racial Bias,Racial Discrimination,Predictor Variables

Drawing upon Hartman's (1997) notion of the afterlife of slavery and Critical Race Quantitative Inquiry, this study examines whether Black college students' emotional responses to their institution's history of slavery plays a role in contemporary interactions with white faculty. Using structural equation modeling techniques on a sample of 92 Black students from a southern U.S. institution historically involved in slavery, findings highlight the significance of background characteristics, students' emotional responses to their institution's slavery history, and experiences with racial microaggressions during college in predicting negative interactions with white faculty. Implications for research, policy, and practice are discussed.