ethanporcaro/eric-fulltext-meta huggingface dataset:
Digital Technology Use by the Students and English Teachers and Self-Directed Language Learning
Author: Sert, Nehir
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Language Teachers,Second Language Instruction,Correlation,Research Methodology,Independent Study,Technological Literacy,Information Technology,Comparative Analysis,Student Characteristics,Elementary School Teachers,Elementary School Students,Foreign Countries,Educational Technology,Teaching Methods,Statistical Analysis

The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers' technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers' technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students' perceptions did not differ regarding their own technology use skills, and similarly their English teachers' technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers' technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers' technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments.
Effects of a Core Kindergarten Mathematics Curriculum on the Mathematics Achievement of Spanish-Speaking English Learners
Author: Doabler, Christian T.
Date: 2016-09-00
Type: Journal Articles
Subjects: Kindergarten,Core Curriculum,Mathematics Curriculum,Mathematics Achievement,Spanish Speaking,English Language Learners,Mathematics Skills,Mathematics Instruction,Hierarchical Linear Modeling,Predictor Variables,Statistical Analysis,Maximum Likelihood Statistics,Pretests Posttests

There is a dearth of research on Tier 1 instruction designed to improve the mathematics achievement of English learners. This study examined the impact of a core kindergarten mathematics curriculum on the mathematics achievement of Spanish-speaking English learners (SS-ELs). Secondary aims tested for differential response to the curriculum among SS-ELs as a function of (a) mathematics skills at the beginning of kindergarten, (b) the number of SS-ELs in classrooms, and (c) the frequency of mathematical discourse during core mathematics instruction. Data analyzed in the study were generated from a recent large-scale efficacy trial. Participants were 556 SS-ELs from 66 kindergarten classrooms. Results suggest SS-ELs in treatment classrooms made greater gains than SS-ELs in comparison classrooms on mathematics measures across the school year. Evidence of differential response to the curriculum among SS-ELs was not found. The importance of core mathematics instruction and implications for school psychologists are discussed.
Transforming Digital Reputation of Universities to the Reputation of Knowledge
Author: Seker, Sadi Evren
Date: 2017-00-00
Type: Journal Articles
Subjects: Reputation,Universities,Productivity,Knowledge Management,Foreign Countries,Social Media,Web 2.0 Technologies,Web Sites,Correlation,Public Colleges,Private Colleges,Comparative Analysis,Educational Indicators,Regression (Statistics)

This paper is mainly about the digital reputation of universities, the correlation between the productivity of the universities and the reputation of the knowledge produced in the universities. Paper starts with the affect of social media and other web 2.0 entities on the universities and education. In the second part the difficulty of measuring knowledge level is discussed and problem is defined in a two dimensions including big data problems, together with the knowledge level. The third part discusses the concept of knowledge shareholders and the impact of reputation to the knowledge shareholders. Finally a methodology for correlating the online reputation of the universities and the reputation of knowledge produced in the universities. The data sources, methodology and results are published. As a result, there is a high level of correlation, about 80%, between the digital reputations of universities and reputation of the knowledge produced in the universities. The study also splits universities into two groups as the public and private universities and the correlation factor of public universities is a bit higher than the private universities.
The Importance of Simulation in Nursing Education
Author: Eyikara, Evrim
Date: 2017-00-00
Type: Journal Articles
Subjects: Nursing Education,Patients,Teaching Methods,Simulation,Psychomotor Skills,Skill Development,Safety,Clinical Experience,Health Services

Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education.
Comparison of Students' Achievement: Deaf, Learning Disabled, and Deaf with a Learning Disability
Author: Caemmerer, Jacqueline M.
Date: 2016-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Academic Achievement,Deafness,Learning Disabilities,Classification,Academic Accommodations (Disabilities),Grades (Scholastic),Mathematics Skills,Computation,Achievement Tests,Cognitive Ability,Cognitive Tests,High School Students,Statistical Analysis

Approximately half of students who are deaf or hard of hearing (DHH) have a co-occurring disability. Although assessing as well as diagnosing learning disabilities (LDs) is particularly difficult in this population, it is important to properly identify students who may be eligible for academic interventions or accommodations. This study analyzed national samples of students who are (a) classified with an LD, (b) DHH, and (c) DHH and classified with an LD. The three samples were compared in terms of their performance on a standardized measure of academic achievement. The results of our exploratory analyses suggest that math calculation skills and classroom grades are useful in classifying students who are DHH with an LD. We discuss the implications of these findings, limitations to the dataset, and areas for further research.
The Analysis of the Regression-Discontinuity Design in R
Author: Thoemmes, Felix
Date: 2017-06-00
Type: Journal Articles
Subjects: Regression (Statistics),Research Design,Robustness (Statistics),Computer Software,Computation,Nonparametric Statistics,Case Studies,Randomized Controlled Trials,Models

This article describes the analysis of regression-discontinuity designs (RDDs) using the R packages rdd, rdrobust, and rddtools. We discuss similarities and differences between these packages and provide directions on how to use them effectively. We use real data from the Carolina Abecedarian Project to show how an analysis of an RDD can be performed from start to finish.
The Role of Industry and University Partnerships in Developing Significant Learning Outcomes Related to Business Concepts
Author: Coco, Charles M.
Date: 2014-00-00
Type: Journal Articles
Subjects: Partnerships in Education,School Business Relationship,Outcomes of Education,Undergraduate Students,Business Administration Education,Teleconferencing,Student Surveys,Online Surveys,Cooperative Learning,Student Attitudes

In this study, students of an undergraduate business course were introduced to industry partners via teleconferencing methods. The students were assigned to groups during the semester and each group had an industry partner that assisted in the learning process. The six dimensions of Fink's integrated course design were examined in order to determine if the students perceived they had gained foundational, emotional, and interpersonal aspects of significant learning. A web-based survey was created and used to begin collecting data on student perceptions of learning. The course was designed for ongoing data collection with analysis anticipated in the subsequent semester.
Perceived Learning Effectiveness of a Course Facebook Page: Teacher-Led versus Student-Led Approach
Author: Tugrul, Tugba Orten
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Instructional Effectiveness,Student Centered Learning,Teaching Methods,Social Media,Comparative Analysis,Undergraduate Students,Marketing,Questionnaires,Likert Scales,Outcomes of Education,Information Management,Technology Uses in Education,Foreign Countries

This research aims to compare the perceived effectiveness of teacher-led and student-led content management approaches embraced in a course Facebook page designed to enhance traditional classroom learning. Eighty-five undergraduate marketing course students voluntarily completed a questionnaire composed of two parts; a depiction of a course Facebook page where both teacher and students can share instructional contents, and questions about perceived learning effectiveness. The findings indicate that students have more favorable evaluations of a student-led approach in sharing instructional contents on a course Facebook Page than a teacher-led approach. Additionally, it is shown that instructional contents posted by both teacher and students enhance the overall learning effectiveness of a course Facebook page incorporated into a traditional classroom teaching.
A Weighting Method for Assessing Between-Site Heterogeneity in Causal Mediation Mechanism
Author: Qin, Xu
Date: 2017-06-00
Type: Journal Articles
Subjects: Randomized Controlled Trials,Hierarchical Linear Modeling,Statistical Analysis,Probability,Computation,Statistical Inference,Error of Measurement

When a multisite randomized trial reveals between-site variation in program impact, methods are needed for further investigating heterogeneous mediation mechanisms across the sites. We conceptualize and identify a joint distribution of site-specific direct and indirect effects under the potential outcomes framework. A method-of-moments procedure incorporating ratio-of-mediator-probability weighting (RMPW) consistently estimates the causal parameters. This strategy conveniently relaxes the assumption of no Treatment × Mediator interaction while greatly simplifying the outcome model specification without invoking strong distributional assumptions. We derive asymptotic standard errors that reflect the sampling variability of the estimated weight. We also offer an easy-to-use R package, &quot;MultisiteMediation,&quot; that implements the proposed method. It is freely available at the Comprehensive R Archive Network (http://cran.r-project.org/web/packages/MultisiteMediation).
ICT Security Curriculum or How to Respond to Current Global Challenges
Author: Poboroniuc, Marian Silviu
Date: 2017-00-00
Type: Journal Articles
Subjects: Information Technology,Information Security,Computer Security,Engineering Education,Curriculum Development,College Students,Global Approach,Learning Modules,Foreign Countries

The paper presents some results obtained through the implementation of the Erasmus LLP &quot;SALEIE&quot; (Strategic Alignment of Electrical and Information Engineering in European Higher Education Institutions). The aim of the project was to bring together experts from European universities to enhance the competitiveness of Electrical and Information Engineering (EIE) education within Europe, especially in relation to modern global technical challenges and to provide higher education models in a few EIE fields in accordance with these challenges. One of the outcomes of the project was a new ICT (Information and Computer Technology) Security curriculum for bachelor and master levels. The research methodology comprised such stages as: identifying the most important current global challenges, conducting a survey related to existing EIE programs in order to establish the top-level criteria for an EIE curriculum, analyzing the results of the survey, obtaining the industry feedback related to technical and non-technical skills required for the specific field, and proposing a new curriculum for ICT Security programmes to respond to the modern technical challenges and to meet the needs of the industry, students, academics and graduates.
Determination of University Students' Most Preferred Mobile Application for Gamification
Author: Bicen, Huseyin
Date: 2017-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Educational Games,Foreign Countries,Student Surveys,Statistical Analysis,Student Attitudes,Undergraduate Students,Preferences,Educational Technology,Technology Uses in Education

In this digital age of technological advancement, mobile applications are fastly approaching acme of development. In order to increase the efficiency of the developed applications, mobile applications which are suitable for gamification have become a contemporary issue. In this study, the applications of Kahoot, ClassDojo, Classcraft and Socrative which are suitable for gamification were examined. The study was conducted with the students in the department of preschool education at Near East University. 130 students participated in this research. The data were collected with survey method and analyzed with the SPSS program. According to the results, it was revealed that Kahoot was the mostly preferred application by students who used applications designed or suitable for the gamification method and Android was the mostly preferred operating system in the mobile devices of the students. Future research should determine the achievements, motivations and opinions of the students related with the gamification method. Besides, it can be inferred that Kahoot would be the learning platform of the future and it should be integrated into classroom activities.
Expanding the Role of School Psychologists to Support Early Career Teachers: A Mixed-Method Study
Author: Shernoff, Elisa S.
Date: 2016-06-00
Type: Journal Articles
Subjects: School Psychologists,Role,Beginning Teachers,Mixed Methods Research,Intervention,Barriers,Urban Schools,Disadvantaged Schools,Elementary School Teachers,Seminars,Communities of Practice,Coaching (Performance),Feasibility Studies,Teacher Effectiveness,Program Effectiveness,Semi Structured Interviews,Regression (Statistics),Pretests Posttests,Observation

School psychologists have training and expertise in consultation and evidence-based interventions that position them well to support early career teachers (ECTs). The current study involved iterative development and pilot testing of an intervention to help ECTs become more effective in classroom management and engaging learners, as well as more connected to colleagues. The intervention included group seminars, professional learning communities, and coaching. The sample included 15 ECTs and 57 school personnel in three high-poverty, urban schools. Feasibility and initial promise of the intervention were examined using a mixed-method design, which yielded promising trends in ECTs' effectiveness and connectedness. ECTs described facilitators to effectiveness and connectedness associated with the intervention and barriers associated with the structural realities of schools and gaps in their training. ECTs described effectiveness as neither static nor global and perceived meaningful progress, leveraging individual relationships and group formats to receive instrumental and emotional support.
Predicting Academic Achievement and Attainment: The Contribution of Early Academic Skills, Attention Difficulties, and Social Competence
Author: Rabiner, David L.
Date: 2016-06-00
Type: Journal Articles
Subjects: Academic Achievement,Educational Attainment,Prediction,Attention,Interpersonal Competence,Reading Achievement,Mathematics Achievement,Grades (Scholastic),Young Children,Individual Characteristics,Peer Acceptance,Reading Skills,Mathematics Skills,Kindergarten,Predictor Variables,Achievement Tests,Cognitive Tests,Children,Intelligence Tests,Longitudinal Studies,Elementary School Students,Middle School Students,Young Adults

Research predicting academic achievement from early academic, attention, and socioemotional skills has largely focused on elementary school outcomes and rarely included peer assessments of social competence. We examined associations between these early child characteristics and academic outcomes into young adulthood using the Fast Track normative sample (n = 386). Reading achievement after fifth grade was significantly higher in children with better early reading skills and significantly lower in children with early attention difficulties. Math achievement was predicted by early reading and math skills, while school grades were significantly lower in children with lower peer acceptance and higher attention difficulties. Children with early attention difficulties were 40% less likely to graduate from high school. Years of education by young adulthood was significantly reduced in children with lower early reading skills, lower social acceptance, and higher attention difficulties; these early child characteristics affected long-term academic outcomes indirectly through their impact on intermediate academic outcomes.
Reductions in Negative Parenting Practices Mediate the Effect of a Family-School Intervention for Children with Attention Deficit Hyperactivity Disorder
Author: Booster, Genery D.
Date: 2016-06-00
Type: Journal Articles
Subjects: Child Rearing,Parenting Styles,Family Programs,Intervention,Behavior Modification,Attention Deficit Hyperactivity Disorder,Homework,Program Effectiveness,Elementary School Students,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Family School Relationship,Individual Characteristics,Correlation,Pretests Posttests,Child Behavior,Rating Scales,Check Lists,Coping,Study Habits,Program Evaluation,Questionnaires,Teacher Attitudes,Parent Attitudes,Intelligence Tests,Statistical Analysis,Regression (Statistics)

Accumulating research has identified family behavioral interventions as an empirically supported psychosocial treatment for students with attention deficit hyperactivity disorder (ADHD). The mechanisms behind the effectiveness of these interventions, however, have been less well studied. The current study examined possible mediators of improvement in 181 children's homework performance as a result of a family-school intervention for children in Grades 2-6 with ADHD (Family-School Success program, FSS). Specifically, changes in parenting practices and the family-school relationship were examined as potential mediators of the relationship between FSS treatment and improvements in students' homework performance. When we controlled for pre-treatment levels of behavior and demographic variables, reductions in negative parenting practices were associated with both parent and teacher reports of homework performance at post-treatment. The relationship between treatment group and teacher reports of homework responsibility was fully mediated by reductions in negative parenting practices. Although the meditational effect for parent reports of homework problems did not meet criteria for full mediation, the magnitude of the treatment effect was significantly altered by reductions in negative parenting. This study replicated findings linking reductions in negative parenting to improvements in child behavior and extended findings to homework performance.
The Therapeutic Mechanisms of Check, Connect, and Expect
Author: Stage, Scott A.
Date: 2017-03-00
Type: Journal Articles
Subjects: Elementary School Students,Intervention,Behavior Modification,Teacher Student Relationship,Behavior Problems,Behavior Disorders,Screening Tests,Child Behavior,Check Lists,Rating Scales,Outcomes of Treatment

Given the high prevalence of Tier 2 behavioral intervention use and calls to examine mediation and moderation effects on treatment for children, this study tested the mediation effect of the daily progress report and moderation effects of coach-student, teacher-student, and student-teacher relationships and their interactions for 95 elementary school students who received the Check, Connect, and Expect intervention. The only significant finding was the moderating effect of the student-teacher and teacher-student relationships. A significant interaction between the moderating effects showed that a positive student-teacher relationship showed overall reductions in total problem behavior across an academic year. This result is interpreted as students' perception of a positive relationship with their teacher as critical to the therapeutic mechanism of Tier 2 behavioral interventions.
Strengthening Attainment of Student Learning Outcomes during Work-Integrated Learning: A Collaborative Governance Framework across Academia, Industry and Students
Author: Henderson, Amanda
Date: 2017-00-00
Type: Journal Articles
Subjects: Cooperative Planning,Governance,School Business Relationship,Industry,Employment Qualifications,College Students,Workplace Learning,Job Skills,Evaluation Methods,Foreign Countries,College Role,Partnerships in Education,Learner Engagement,Student Role

Graduate capability and employability are regarded as critical success factors for degree programs by universities, industry, and the students. Furthering work-based experiences for academic credit within degree programs is being increasingly explored to assist employability. Effective work-based experiences are reliant on good partnerships between university, industry and student. Such successful relationships assist communication and understanding important for meaningful, quality work-based learning experiences and assessments. Collaborative governance is a finely nuanced arrangement that is dependent on commitment, shared understanding and building trust across university, industry and student guided by the student learning outcomes. Collaborative governance is presented in this paper as an effective framework to guide and organize the structures and processes of university, industry and student to facilitate work-based learning that supports student capability through the attainment of desired outcomes.