ethanporcaro/eric-fulltext-meta huggingface dataset:
Turkish Adaptation and Psychometric Evaluation of the Colorado Learning Attitudes about Science Survey (CLASS) in Physics
Author: Kaltakci-Gurel, Derya
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,Science Instruction,Physics,Psychometrics,Translation,Turkish,College Freshmen,Problem Solving,Concept Formation,Student Interests,Relevance (Education),Test Validity,Test Reliability

The Colorado Learning Attitudes about Science Survey (CLASS) is an instrument to measure student beliefs about physics and learning physics. In this research, Turkish adaptation and psychometric evaluation of the CLASS is discussed. In the first stage, the translation process, which included examination of six experts (four experts in physics education and two experts in English and Turkish languages) for content validity and 13 student interviews for face validity, was described. In the second stage, exploratory (EFA) and confirmatory (CFA) factor analysis results obtained from 1391 freshman students were discussed for construct validity. The EFA yielded three factors that consisted of 20 items, which explained 39.61 % of the total variance. These factors were named as: &quot;Problem Solving Effort, Conceptual Understanding, and Personal Interest and Real-World Connection.&quot; Based on the CFA results, the three-factor 20-item instrument showed acceptable fit statistics. Compared to the original CLASS, the proposed version with 20-item model was shorter, easier to administer and easier to score, valid and reliable survey, so feasible to use. The overlapping of the constructs (i.e., violation of the unidimensionality) in the original CLASS was a problem, while in the proposed model none of the items were included in more than one construct.
The Effects of Task Selection Approaches to Emphasis Manipulation on Cognitive Load and Knowledge Transfer
Author: Choi, Seohyun
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Ability,Task Analysis,High School Students,Comparative Analysis,Learning Processes,Pretests Posttests,Transfer of Training,Tests,Expertise,Decision Making,Teaching Methods,Skill Development,Career Development,Foreign Countries,Computer Software,Animation,Video Technology,Likert Scales,Computer Assisted Instruction

Emphasis manipulation is a way to help learners by directing their attention to particular subcomponents of a learning task. This study investigated the effects of different approaches to emphasis manipulation on knowledge transfer and cognitive load. This was done by examining the impact of three task selection strategies: system-controlled, learner-controlled, and shared-controlled. Forty-five students (n = 45) in the first or second year of high school were randomly assigned to three groups and each group used a different type of task selection to manipulate emphasis in a complex learning context. The system-controlled group carried out learning tasks that were identified as essential by the system. The learner-controlled group selected and carried out learning tasks they needed to learn. The shared-controlled group chose and carried out learning tasks that they wanted to learn from a list of suggested learning tasks. The tasks had four learning phases: pre-test, training, mental-effort rating, and transfer test. After participants completed the training, their cognitive load was measured. One week after the training, a transfer test was conducted to measure the constituent skill acquisition. The findings revealed that the system-controlled task selection strategy was the most effective in optimizing cognitive load and enhancing knowledge transfer. In addition, learners benefited from personalized guidance on learning task selection based on their expertise. Given that the shared-controlled task selection method was more effective than the learner-controlled task selection, this study's results indicate that learners should be provided with information about how to select learning tasks when they are allowed to do so.
Machine Translation in the Language Classroom: Turkish EFL Learners&apos; and Instructors&apos; Perceptions and Use
Author: Ata, Murat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Computational Linguistics,Translation,English (Second Language),Second Language Instruction,Language Teachers,Student Attitudes,Teacher Attitudes,College Students,College Faculty,Accuracy,Ethics,Program Effectiveness,Cheating

Online machine translation (OMT) tools are not exclusively designed for language learners; however, these tools are popular among them. This quantitative study investigated the perceptions and attitudes of Turkish speaking EFL learners and instructors in a university English program regarding the use of OMT tools. Two online questionnaires were administered to 462 Turkish-speaking learners and 34 instructors. The results revealed that 94% of the learner participants reported using OMT tools for their language learning studies. The learners predominantly used these tools for single-word or phrase translations. Reading and writing assignments were the main areas where the learners most frequently referenced to OMT tools. The learner participants thought the accuracy of the tools was not high, and the ethicality of using them depended on how they were used. Three-quarters of the instructor participants reported using OMT tools, and their judgements concerning the accuracy of these tools were more positive than the learners'. The results also revealed a mismatch between learners' and instructors' perceptions and attitudes regarding OMT tools in foreign language learning. Accordingly, the instructors often overestimated how much learners use OMT tools, while learners underestimated the instructors' interest in them. These findings suggest policies should be developed within language learning institutions to guide students' use of OMT tools, as well as improve the mutual understanding between students and teachers in terms of their ethicality.
&quot;Glocal Education&quot; through Virtual Exchange? Training Pre-Service EFL Teachers to Connect Their Local Classrooms to the World and Back
Author: Krengel, Fabian
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Language Teachers,Second Language Learning,Second Language Instruction,English (Second Language),International Educational Exchange,International Cooperation,Universities,Foreign Countries,Local Issues,Global Approach,Cooperative Learning,Educational Policy,Change Agents,Social Change,Videoconferencing,Cultural Awareness,Teacher Education Programs,Instructional Design,Program Descriptions

A key goal of global education in language teaching is to &quot;have students 'think globally and act locally'&quot;(Cates, 2013, p. 278) -- an idea in line with the concept of glocality. Virtual exchange -- i.e. connecting learners with different lingua-cultural backgrounds over extended periods of time via digital communication technologies (The EVALUATE Group, 2019) -- is a promising approach towards this aim. O'Dowd suggests designing such exchanges following a &quot;transnational model&quot; (2019) in which learners collaborate on shared tasks based on local and global real-world problems using a lingua franca. These ideas are compatible with European policy discourses on global education (Schreiber &amp; Siege, 2016), aiming at supporting learners in becoming agents of change in an increasingly globalized world. Within the context of a trilateral project between universities in Germany, Turkey, and Sweden, this paper explores how global education can be integrated into foreign language teaching with the help of virtual exchanges through a synthesis of two models of virtual exchange (O'Dowd &amp; Ware, 2009; O'Dowd, 2019) and the complex competence task approach (Hallet, 2012) to task-based language teaching. A transnational virtual exchange between these universities exemplifies how such a telecollaborative project can be implemented. During the exchange, pre-service EFL teachers compare and analyze cultural practices and educational frameworks to design tasks dealing with global issues that can be implemented in their respective local classrooms through virtual exchange.
&quot;Anti-Glocality&quot; Grounds New Quebec History Program
Author: Bradley, Jon
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,High School Students,Area Studies,Curriculum Development,Propaganda,Nationalism

In sharp contrast to the musings of a senior student, the mandatory history texts follow a narrow provincial orientation. The recently introduced Quebec high school history program offers adolescents a slanted narrative devoid of larger interconnected contexts as hailed; for example, by Oakeshott (2004), MacMillan (2009), and/or Canadine (2013). In our view, secondary students are forced to travel a historical journey that deals with Canadian and Quebec events through a &quot;unique&quot; Quebec lens (Woods, 2014). The widely engrained twenty-first century concept of global interconnectedness, first articulated on a wide scale over a hundred years ago (Wells, 1920), has been replaced by one anchored in a retro-nineteenth-century construct viewing only carefully selected unconnected historical snippets devoid of a contextualized narrative. Anchored in a narrow political perspective, this secondary course of study forces adolescents into a stilted and fragmented &quot;patch-work&quot; historical landscape. This journey silences many voices, brushes others from the chronicle, and twists recognized historiography to fit a specific contemporary self-determined internalized orientation. We review the official course of study to unpack several major world themes demonstrating this constrained point-of-view via a close investigation of one of the approved English language student texts. Further, we illustrate how the deliberate manipulation of historical stories, as well as &quot;alternate facts,&quot; leads adolescents into a realm deprived of meaningful connections.
Developing Decision-Making Tools through Partnerships
Author: Williford, Amanda
Date: 2021-00-00
Type: Journal Articles
Subjects: Decision Making,Partnerships in Education,Early Childhood Education,Educational Research,Advocacy,State Departments of Education,School Readiness,Kindergarten,Data Collection,Research Needs

In this article, Amanda Williford, Jason Downer, Kate Miller-Bains, Jenna Conway, and Lisa Howard tell us how a university research center, an early education advocacy group, and a state department of education joined forces in a research-practice partnership to develop and implement a more comprehensive assessment of young Virginia children's readiness for kindergarten. The Virginia Kindergarten Readiness Program, or VKRP, as the assessment they built is called, added measures of math, self-regulation, and social skills to complement Virginia's existing statewide assessment of prekindergarten children's literacy. The aim was not only to better assess children's readiness to enter school, but also to guide teachers' instructional practice and help the state target support. The partnership produced many benefits: for policy makers, a statewide snapshot of children's readiness; for researchers, on-the-ground feedback from teachers; and for the education department, joint review and interpretation of data patterns to aid decision-making. But at times, the fast pace of statewide implementation affected the university partners' ability to pursue their research aims, at least in the short term, highlighting a recurring theme of this issue--the challenges of balancing researchers' and partners' needs.
Building Capacity for Research and Practice: A Partnership Approach
Author: Connors, Maia C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Capacity Building,Partnerships in Education,Program Implementation,Nonprofit Organizations,Organizational Culture,Interdisciplinary Approach,Expertise,Sustainability,Early Childhood Education

Building a research-practice partnership that spans two or more organizations can be challenging. University researchers, for instance, may find themselves in schools or departments where the incentives and culture favor more individualistic, single-discipline research projects. Practitioners and policy makers may not see the value of investing in research and evaluation, or they may hesitate to prioritize this work above more pressing operational and strategic aims. In this article, Maia Connors, Debra M. Pacchiano, Amanda G. Stein, and Mallary I. Swartz show how an &quot;embedded partnership&quot; between the program implementation and research teams within a single nonprofit organization (Start Early, formerly the Ounce of Prevention Fund) can help overcome such challenges and build important capacities that research-practice partnerships need in order to be effective: an organizational culture that values research evidence, sound measurement, and continuous learning; interdisciplinary expertise; and sustainable infrastructure, including administrative support, technology, and financial resources.
Embedding Causal Research Designs in Pre-K Systems at Scale
Author: Abenavoli, Rachel
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Early Childhood Education,Research Design,Preschool Education,Theory Practice Relationship,Partnerships in Education,Intervention,Randomized Controlled Trials,Data Collection

In this article, Rachel Abenavoli, Natalia Rojas, Rebecca Unterman, Elise Cappella, Josh Wallack, and Pamela Morris argue that research-practice partnerships make it possible to rigorously study relevant policy questions in ways that would otherwise be infeasible. Randomized controlled trials of small-scale programs have shown us that early childhood interventions can yield sizable benefits. But when we move from relatively small, tightly controlled studies to scaled-up initiatives, the results are often disappointing. Here the authors describe how their partnership with New York City's Department of Education, as the city rapidly rolled out its universal pre-K initiative, gave them opportunities to collect experimental and quasi-experimental evidence while placing a minimal burden on educators. They argue that this type of research can answer the most pressing ECE questions, which are less about whether ECE can make a difference and more about the conditions under which early interventions are effective at scale. They offer three recommendations for researchers, policy makers, and practitioners who are considering partnership work: build a foundation of trust and openness; carefully consider whether rigorous causal research or descriptive research is the right choice in a given situation; and be flexible, seeking opportunities for rigorous research designs that may already be embedded in early childhood education systems.
Fast-Response Research to Answer Practice and Policy Questions
Author: Weiland, Christina
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Partnerships in Education,Research Design,Responses,Time,Data Use,Decision Making,Faculty Development,Research Needs

Research-practice partnerships often face a fundamental tension: well-designed, high-quality research takes time, but practitioners and policy makers need answers to pressing questions as soon as possible. In this article, Jason Sachs, Meghan McCormick, JoAnn Hsueh, and Catherine Snow discuss this mismatch between the tight timelines of educational decision makers and the typically longer timelines of researchers who are pursuing rigorous analyses. They tell us how, in a partnership between researchers and the Boston Public Schools Department of Early Childhood, they've worked to make fast-turnaround research as rigorous as they can, while also conducting longer-term causal studies. Because policy makers and practitioners typically aren't highly trained in study design and causal inference, a key responsibility for researchers is communicating the strengths and limitations of fast-turnaround work in ways that can be easily understood by their partners-- and making it clear that fast-response analyses should be viewed as only one piece of evidence for guiding a decision.
Glocal Network Shifts: Exploring Language Policies and Practices in International Schools
Author: Bettney, Esther
Date: 2021-00-00
Type: Journal Articles
Subjects: International Schools,Consortia,Private Schools,Language Usage,Language of Instruction,Educational Policy,Institutional Characteristics,Kindergarten,Elementary Secondary Education,Power Structure,Networks,Multilingualism,English (Second Language),Second Language Learning,Language Attitudes,International Education,Teacher Collaboration,Communities of Practice,Self Concept

In this article, we explore glocality within a transnational network of independent schools to understand the interdependence of the global and the local in language policies and practices. Using glocality as a lens, we draw on narrative school profiles written by educators at member schools within the WIDA International School Consortium, a network of 500 K-12 international schools, to examine how global practices are localized within different school contexts. We explore how key aspects of glocality, such as the blurring of boundaries across languages and shifting dynamics of power, become visible as international schools function as hybrid and transnational spaces in which diverse languages and identities intersect. We utilize our role as insider researchers to describe two new directions within our research context. First, we identify a shift from a global network initiated through US-based school-university partnerships towards an increasingly reciprocal exchange among international member schools, with reflexive sharing of ideas and practices between educators and stakeholders across geographic contexts. Second, we identify the increasing presence of a new type of international schools, described in this paper as &quot;glocal&quot; schools, which reflect the deterritorialization of language and an intentional hybridity. The emergence of glocal schools as well as the noted shifts in language and power, illustrate the transcendence of borders and identities closely tied to the concept of glocality. In order to understand the trends observed in this research context, we analyzed 34 narrative school profiles written by member schools and describe connections between macro network-level shifts and micro school-level shifts. Through our analysis, we found individual member schools adapted tools and resources to serve local needs, contextualizing them within a particular program context. As a result, educators shifted how they viewed multilingual learners and multilingualism with respect to English as a medium of instruction. This initial study provides important insights into how glocality as a construct helps explain significant changes occurring within the field of international education.
Artificial Intelligence for Career Guidance -- Current Requirements and Prospects for the Future
Author: Westman, Stina
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Career Guidance,Higher Education,Technology Uses in Education,Educational Benefits,Barriers,Technology Integration,Lifelong Learning,Ethics

Career guidance in the era of life-long learning faces challenges related to building accessible services that bridge education and employment services. So far, only limited research has been conducted on using artificial intelligence to support guidance across higher education and working life. This paper reports on development on using artificial intelligence to support and further career guidance in higher education institutions. Results from focus groups, scenario work and practical trials are presented, mapping requirements and possibilities for using artificial intelligence in career guidance from the viewpoints of students, guidance staff and institutions. The findings indicate potential value and functions as well as drivers and barriers for adopting artificial intelligence in career guidance to support higher education and life-long learning. The authors conceptualize different modes of agency and maturity levels for the involvement of artificial intelligence in guidance processes based on the results. Recommended future research topics in the area of artificially enhanced guidance services include agency in guidance interaction, developing guidance data ecosystem and ethical issues.
Five Tips from Filmmakers: An Online Instructional Module for Documentary Film Research
Author: Iwasaki, Patsy Y.
Date: 2021-00-00
Type: Journal Articles
Subjects: Film Study,Documentaries,Computer Assisted Instruction,Teaching Methods,Data Collection,Specialists,Models,Instructional Design,Interdisciplinary Approach,Humanities,Art,Research Design,Undergraduate Students,Noncredit Courses,Video Technology

Information about the overall documentary filmmaking process is available; however, there is a lack of literature and educational resources about how to conduct subject research and data collection. As documentary filmmaking becomes an increasingly democratic endeavor due to technology, and information distribution and education use increases, there is a corresponding need for quality resources to support this essential step. In this study, a content-rich, technology-enhanced, online instructional module that was designed and developed in another study to guide and assist beginner documentary filmmakers with subject research and data collection, was implemented and evaluated by the target audience. This module featured five filmmaking tips summarizing professional documentary filmmakers' wisdom and expertise with subject research and data collection. Motivational and instructional models served as frameworks to inform and guide the study's learning design process. The quantitative and qualitative findings, field notes and observations provided data triangulation. After analysis and interpretation were completed, the results significantly confirmed the module had a positive, educational impact on the target audience and accomplished its purpose. This module addressed the lack of resources and utilized consultation of experts in content design and development to improve the creativity and production of beginner documentary filmmakers. This project successfully merged learning sciences theory and instructional design with humanities and arts research. It will contribute to the literature of documentary film research studies, the fields of instructional design and education, and the humanities. It has significant potential to influence and impact the broad possibilities of innovative, interdisciplinary research design and collaboration.