ethanporcaro/eric-fulltext-meta huggingface dataset:
The Slippery Business of Measuring Beliefs: Lessons from a Failed Attempt at Developing an Instrument to Measure Teachers&apos; Epistemic Beliefs about Physics Knowledge
Author: Watson, Ellen
Date: 2020-00-00
Type: Journal Articles
Subjects: Beliefs,Test Construction,Teacher Attitudes,Attitude Measures,Epistemology,Physics,Science Teachers,Preservice Teachers,Foreign Countries,Knowledge Level,Scientific Principles,Test Validity,Test Reliability

Numerous studies have been published about instruments intended to quantitatively measure students' epistemic beliefs about science; however, as this researcher would discover, developing an instrument to accurately measure epistemic beliefs about physics knowledge is not always as straightforward as the literature would make it seem. Given a lack of instruments intended to measure teachers' epistemic beliefs, this researcher endeavored to develop a valid, reliable, and theoretically grounded quantitative instrument which could measure teachers' epistemic beliefs about physics knowledge. 224 preservice and in-service teachers involved in science education completed a 29-item electronic survey developed using a literature informed framework of epistemic beliefs about physics knowledge. Results were used to quantitatively analyze the reliability and validity of this developed instrument. Additionally, as part of a parallel study, 14 of these teachers were interviewed regarding their epistemic beliefs about physics knowledge using semi-structured interviews. Using exploratory factor analysis, a mathematically valid solution was found for a 14-item version of this survey; however, the factors of this solution did not align with those commonly included in epistemic beliefs literature nor was this factor solution supported by interview results. Evidence from attempts to validate this instrument, along with a lack of alignment between survey-determined epistemic profiles and interview-determined epistemic profiles for 14 teachers, showcase the problematic nature of using standardized, quantitative approaches to measure teachers' beliefs. Findings from this study suggest that educational researchers deeply consider the nuance needed for their study prior to choosing a methodological approach to measure epistemic beliefs.
Teaching and Instructional Design Approaches to Enhance Students&apos; Self-Directed Learning in Blended Learning Environments
Author: Adinda, Dina
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Design,Blended Learning,Undergraduate Students,College Faculty,Electronic Learning,Information Technology,Independent Study,Teacher Attitudes,Foreign Countries,Student Centered Learning,Correlation,Computer Mediated Communication,Peer Evaluation,Group Discussion,Cooperative Learning

Thanks to the combination of face-to-face and online learning which involve the use of Information and Communication Technology (ICT), blended learning has become a popular approach to support learning in higher education. The main purpose of this study is to identify the teaching and instructional design approaches adopted by lecturers within blended learning environments, and to analyse their effects on students' self-directed learning. The sample involves 18 lecturers and their undergraduate students (n= 294) undertaking a blended course in one French university. This research utilised a mixed method approach for data collection, including questionnaires and observations. Firstly, lecturers were invited to declare their teaching approaches and the configuration of their blended learning environments by completing two online questionnaires. Secondly, both face-to-face and online observations were conducted with the lecturers to identify the specificity of their instructional design activities. A pre-post questionnaire was also used to measure students' self-directed learning level. Data collection took place over a period of 6 months during the academic year 2017-2018. The results show that lecturers who adopt student-centred teaching approaches are not necessarily designing their blended learning courses as a student-centred learning environment. Also, the results reveal that students' self-directed learning is significantly developed only in three out of seven student-centred blended learning courses. Additionally, the results show that lecturers of the students who improved their self-directed level provided online peer review and online forum discussion activities. The findings indicate that further research is needed both to validate the direct relationship between these kinds of pedagogical activities and the self-directed learning, and to determine how blended learning environments can better support collaboration and interaction.
How the COVID-19 Pandemic Reveals Gaps in Science and Mathematics Instruction
Author: Bloom, Mark A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Scientific Literacy,Numeracy,Social Media,Scientific Principles,Mathematical Models,Public Opinion,Knowledge Level,COVID-19,Pandemics

While most of the outcomes of the current COVID-19 pandemic are not good, occasionally one can identify a positive outcome from even the worst situations. The Coronavirus outbreak has provided a special opportunity to get a pulse on how well the society understands science and mathematics processes. Social media amplifies the voice of citizens allowing a window into how people feel about these changing views and, oftentimes, which information they choose to accept and which they choose to reject. Sometimes, how these views are presented reveals gaps in a person's understanding of the nature of science and mathematics and how they contribute to recommendations. Recognizing these gaps and realizing how they can impact one's ability to understand and appreciate scientific recommendations is the focus of this editorial.
The Impact of Computer Self Efficacy on Student Engagement and Group Satisfaction in Online Business Courses
Author: Wolverton, Colleen Carraher
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Efficacy,Computer Literacy,Learner Engagement,Group Experience,Electronic Learning,Online Courses,Business Administration Education,Self Concept,Group Dynamics,Predictor Variables

As countless regional, national, and international accrediting bodies continue to employ student engagement measures as mechanisms for quality assurance, universities become more intent on achieving this important gauge of student success. Specifically, the growth in enrollment in distance learning programs adds a unique level of complexity leading researchers to search for ways to increase engagement in the online course environment. Organizations continue to value teamwork and many instructors have incorporated group work into their online courses to teach students this important skill. The present study examines the impact of student engagement on group satisfaction. Furthermore, this research places student engagement at the center of a structural equation model to determine both predictors and outcomes of this important element of student learning. Specifically, this analysis examines whether students' perceptions of computer self-efficacy impact student engagement and group satisfaction in online business courses. Our findings indicate that computer self-efficacy leads to student engagement and, further, that student engagement influences group satisfaction. Importantly, the relationship between student engagement and group satisfaction is mediated by group expectations. Discussions of findings can be utilized to understand the factors that lead to student engagement and its outcomes in online courses.
Learning Styles and Vocational Guidance in Secondary Education
Author: Antelm-Lanzat, Ana María
Date: 2020-07-00
Type: Journal Articles
Subjects: Cognitive Style,Career Guidance,Career Choice,Correlation,Secondary School Students,Foreign Countries,Academic Education,Vocational Education,Compulsory Education,Adolescents,Student Characteristics

This research addresses the relationship between the learning style and the students' career choice close to finishing secondary education in Spain. The study was carried out with a sample of 590 participants from the province of Valencia in Spain. The learning style was determined using the &quot;Honey-Alonso Learning Styles Questionnaire.&quot; Career options were derived by adding a question about students career choice for the following academic year. The results indicated that the characteristic learning style of this student body is reflective, followed by the active, pragmatic, and theoretical styles. It was found that students with a preponderant reflective style preferred to continue their baccalaureate studies. However, students with an active or pragmatic learning style chose vocational training. It is concluded that awareness of a student's learning style is an efficient tool for guiding secondary education schools. Additionally, learning style's determination can help students achieve greater flexibility and autonomy in the way they learn.
Investigation of School Burnout and School Attachment among Secondary School Students
Author: Yildiz, Vahit Aga
Date: 2020-07-00
Type: Journal Articles
Subjects: Burnout,Secondary School Students,Foreign Countries,Gender Differences,Social Differences,Psychological Patterns,Student School Relationship,Predictor Variables

School burnout can be defined as a student's negative attitudes towards school, their decreased school attachment, and their sense of inadequacy. According to this definition, burnout is related to a decrease in school attachment. Burnout and attachment notions, which constitute a conceptual contrast, are mostly dealt with alone and rarely together in studies conducted with students. This study aims to determine whether secondary school students' burnout dimensions predict their level of school attachment. In addition, the study explores whether students' school burnout and school attachment differ according to some demographic variables. Participants in the study, which was conducted with a correlational survey design, consisted of 550 students (276 females and 274 males) receiving education in secondary schools in a city east of Turkey in the 2018-2019 academic year. The research data were collected using the &quot;School Attachment Scale and School Burnout Scale.&quot; Data were analyzed by multiple linear regression, an independent sample t-test, and a one-way ANOVA. The results revealed a negative relationship between school attachment and school burnout. The key finding was that feelings of low success and emotional exhaustion were significant predictors of school attachment. Moreover, some differences existed in terms of gender and class level. Although the research achieved significant results, it will be useful to conduct studies with larger sample groups, including private schools, in the future.
Secondary Teachers&apos; Operationalisation of Mathematical Literacy
Author: Bolstad, Oda Heidi
Date: 2020-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Mathematics Skills,Foreign Countries,Video Technology,Mathematics Instruction,Grade 9,National Curriculum,Teaching Methods,Numeracy,Pedagogical Content Knowledge

This article reports a qualitative study of teachers' operationalisation of mathematical literacy. A model representing the multifaceted nature of mathematical literacy is used to analyse video recordings of mathematics teaching in three grade 9 classes. Analysis indicates that teachers' operationalisation of mathematical literacy appears to be fragmented and that teaching is focused on developing procedural fluency. Mathematical literacy was introduced in the Norwegian curriculum in 2006 and is considered a basic skill which should be developed across subjects. However, it appears that teachers still struggle to implement teaching to develop this competence.
Prediction of Academic Procrastination by Fear of Failure and Self-Regulation
Author: Abdi Zarrin, Sohrab
Date: 2020-07-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Student Behavior,Time Management,Fear,Academic Failure,Self Control,Gender Differences,Predictor Variables,Memory,Goal Orientation,Self Evaluation (Individuals),Help Seeking,Student Responsibility,Learning Strategies

Academic procrastination is a problem behavior with negative consequences for students. The extent of this phenomenon among students and the negative impact on their academic achievement requires more attention and research on this issue. The present study was conducted with the aim of investigating on the role of fear of failure and subscale of self-regulation (memory strategy goal-setting, self-evaluation, helping assistance, responsibility, organization) in relation with academic procrastination. Therefore, 198 students from different schools of University of Isfahan in Iran were selected by random cluster multistage sampling. &quot;Student's Procrastination Assessment Scale,&quot; &quot;Performance Failure Appraisal Inventory,&quot; and &quot;Sevari's Self-regulation Questionnaire&quot; were used. Data were analyzed by &quot;t&quot;-test, Pearson correlations and linear regression in SPSS-22. Results of &quot;t&quot;-test showed significant differences between male and female students in terms of academic procrastination, organizing, and fear of failure. Male students compared to females scored higher in academic procrastination. Females students compared to males scored higher in fear of failure and organizing. Findings of Pearson correlations showed a positive association between fear of failure and academic procrastination, and a negative association between subscales of self-regulation and academic procrastination. Also, linear regression analyses showed that fear of failure and responsibility predict academic procrastination. As a conclusion, in order to reduce procrastination, some interventions can be delivered by handling in students' fear of failure and self-regulation.
The Relationship between Teacher Self-Efficacy and Teacher Job Satisfaction: A Meta-Analysis of the Teaching and Learning International Survey (TALIS)
Author: Kasalak, Gamze
Date: 2020-07-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Effectiveness,Job Satisfaction,Correlation,Cultural Differences,Geographic Location,Foreign Countries

Teachers who see themselves competent in their professions might have high self-efficacy beliefs and these beliefs might reflect positively on their job satisfaction. The aim of this study was to examine the relationship between teacher self-efficacy and teacher job satisfaction. In this meta-analysis, the relationship between teacher self-efficacy and teacher job satisfaction was analyzed using the &quot;Teaching and Learning International Survey&quot; (TALIS). The average effect size of teacher self-efficacy on teacher job satisfaction was determined, and the moderators that may impact average effect size were examined. Data from a total number of 102 independent data belonging to 50 countries included in the TALIS 2008, 2013, 2018 were combined, and a sample of 426.515 teachers was obtained. The results showed that there is a relationship between teacher self-efficacy and teacher job satisfaction. In addition, the year in which the survey was conducted, moderated the relationship between teacher self-efficacy and teacher job satisfaction. On the other hand, continents, countries, cultural structure of the countries and the human development indices of the countries did not moderate the relationship between teacher self-efficacy and teacher job satisfaction. For future studies, it is recommended to examine reports such as TALIS, which allow the comparison of OECD countries in terms of different variables including education.
The Mediator Role of Thriving in the Relationship between Self-Efficacy and Mindfulness in Middle-Adolescence Sample
Author: Arici Özcan, Neslihan
Date: 2020-07-00
Type: Journal Articles
Subjects: Self Efficacy,Correlation,Metacognition,Measures (Individuals),Foreign Countries,High School Students,Grade 12,Municipalities,College Entrance Examinations,Role,Academic Achievement,Grade 11

In middle adolescence, young people being aware of self have more self-efficient in developmental issues due to their self-regulation. In this sense, thriving based on the self-regulation approach is thought to be a mediator for adolescents to experience self-efficacy and mindfulness. Thus, this study was aimed to investigate thriving as a mediator on the relationship between mindfulness and self-efficacy among high school students. A total of 309 high school students (245 females, 64 males), with the average age 16.97 (SD = 0.69), attending Uskudar Municipality Youth Academy in Istanbul between 2018-2019 for assistance towards their university exams participated in this study. The 44.1% of participants (n = 136) were in Grade 11, and 55.9% (n = 173) were in Grade 12. &quot;Mindfulness Attention Awareness Scale,&quot; &quot;Thriving at School Scale,&quot; and &quot;General Self-Efficacy Scale&quot; were applied on participants to collect data. Pearson correlation coefficients were calculated to detect the relationship between variables, and the mediating role of thriving on the relationship between mindfulness and self-efficacy was tested using a simple mediation model. Results showed that variables were significantly correlated to each other, and thriving increases with increased mindfulness, while self-efficacy increases with increased thriving. The mediation model in its entirety proved statistically significant, accounting for 23% of the total variance. The findings have been discussed in line with relevant literature on the issue and recommendations on their possible application have been given.
Nurturing Citizenship in Higher Education: Public Achievement-Style Education at Tokai University
Author: Horimoto, Mayuko
Date: 2020-03-00
Type: Journal Articles
Subjects: Citizenship Education,Higher Education,Foreign Countries,Teaching Methods,Educational History,Place Based Education,Active Learning,Student Projects

The aim of this paper is to examine the possibility of how higher education can develop citizenship education within Japan. For this purpose, we will explore the background and history, the definitions, and the big picture of curricula as well as the goals of Tokai public achievement-style education as citizenship education, and its practices since the program commenced in 2017. Also, we try to identify successful key factors and some future challenges of citizenship education in higher education. As a result, we conclude that Public Achievement is not merely a set of educational methods, but a philosophy that values self-directed learning by individual citizens and encourages their authentic participation in creating a collective learning culture. To facilitate citizenship education further, the university also needs to create a learning culture to value this authentic participation of students, faculty, and staff in operating its organization and surrounding society.
Report on the World Education Research Association 10 Years Anniversary Focal Meeting
Author: Sato, Manabu
Date: 2020-03-00
Type: Journal Articles
Subjects: Democracy,Democratic Values,Equal Education,Social Justice,Educational Research,Global Approach,Well Being,Professional Identity,Neoliberalism,Teacher Competencies,Educational Change,Preschool Education,Elementary Secondary Education,Postsecondary Education

The World Education Research Association (WERA) 10 Year Anniversary Focal Meeting, &quot;Future of Democracy and Education: Realizing Equity and Social Justice Worldwide,&quot; was held on August 5th at the University of Tokyo Yasuda Auditorium, and on the 6th, 7th, and 8th at Gakushuin University. This focal meeting convened 1,313 participants from 65 countries and regions, two to three times the attendees at WERA meetings over the past decade. This article touches upon the meaning behind the meeting theme, the five keynote speeches, and other key events such as the pre-conference workshops, invited symposia, and a young researchers' meeting (DEC).
Symposium on Education and Politics in a Global Age: &quot;A Different Kind of Politics&quot;
Author: Boyte, Harry C.
Date: 2020-03-00
Type: Journal Articles
Subjects: Citizenship Responsibility,Social Responsibility,Democracy,Citizen Participation,Political Issues,Civics,Asian History,Foreign Countries,Social Capital,Power Structure,Role of Education

In the age of what Gert Biesta calls subjectification, &quot;the uniqueness of each individual human being,&quot; the promise of citizens-as-subjects is to break with the ideal of the &quot;good citizen&quot; whose identity is inscribed by state and market. Making such a break involves &quot;exposure to the experiment of democracy,&quot; in Biesta's view. This essay argues that the promise is real but the danger is that subjectification becomes &quot;identity politics&quot; which erode the responsibility of citizens for society as a whole and generate bitter clashes as identities are manipulated by elites using social media and other technologies. &quot;What is democracy?&quot; is the question that marks the difference between subjects as co-creators and subjugation. To overcome the dangers and realize the possibilities of the age of the subject requires shifting paradigms from state-centered democracy to citizen-centered democracy. Citizen-centered democracy rests on conceptions of citizens as co-creators who undertake the collective, self-organized work of building society (which is a concept of the citizen which predates the modern state); and politics as pluralist, negotiation across differences. State-centered theories of democracy and associated ideas of the citizen and politics form the dominant paradigm today. Despite problems in Japanese political education such as passive instructional pedagogies, this essay argues that there are powerful resources in Japan's civic life and cultural history to push back against the dominant view and lay foundations for a paradigm of democracy as society. There is also current evidence of a shift from civic attachment to insular communities, bonding social capital, to what many theorists call &quot;bridging social capital,&quot; which I argue is better described as pluralist citizen politics. The essay describes the experiment in democratic pedagogies and conceptual innovation of a new paradigm at Tokai University. It calls for international collaboration on this paradigm of citizen-centered democracy.