ethanporcaro/eric-fulltext-meta huggingface dataset:
An Investigation into the Information and Communication Technology Skills and E-Learning Attitudes of Students at the Faculty of Sports Sciences
Author: Ozturk, Arda
Date: 2020-07-00
Type: Journal Articles
Subjects: Information Technology,Technological Literacy,Electronic Learning,Student Attitudes,Physical Education,Athletics,Access to Computers,Internet,Foreign Countries,Undergraduate Students,Student Characteristics

The aim of this study was to investigate the information and communication technology skills of students at Faculty of Sport Sciences and their attitudes towards e-learning according to different variables. The sample of the study consisted of 379 volunteer students studying at the Faculty of Sport Sciences in 2020-2021 academic year. The data of the study were obtained online through Personal Information Form, Information and Communication Technology (ICT) Skills Scale (Haznedar, 2012) and Attitude towards E-Learning Scale (Haznedar and Baran, 2012) using Google Forms. In the analysis of the data, independent samples T-Test was used for paired comparisons and One-Way Variance Analysis tests for multiple comparisons. As a result of the analysis performed, a significant difference was found in some subdimensions of information and communication technology skills and attitudes towards e-learning scales according to the variables of class level, working type, having a personal computer, access to internet and learning style.
Examination of Middle-School Students&apos; Physical Education and Sports Course Values in Terms of Several Variables
Author: Vural, Çagatay Fikri
Date: 2020-07-00
Type: Journal Articles
Subjects: Middle School Students,Physical Education,Athletics,Ethical Instruction,Social Values,Gender Differences,Instructional Program Divisions,Student Participation,Family Income,Predictor Variables,Early Adolescents,Foreign Countries

This study aims to examine the 'values education' given in middle-school physical education and sports courses in terms of several variables. The research group consists of a total of 1600 students (795 female, and 805 male), studying in 16 central middle-schools (100 students from each school) affiliated to Tokat Provincial Directorate of National Education in 2018-2019 academic year. &quot;Physical Education and Sports Course Value Scale&quot; was used as a data collection tool. As data analysis in research; demographic variables were evaluated in frequency and percentage. Normality assumptions of the sub-dimensions were examined through the Kolmogorov-Smirnov test. Mann-Whitney test was used in the analysis of categorical variables whose level of sub-dimensions was 2. Kruskal-Wallis test was used for variables with more than 2 levels. The level of significance is set at 0.05. Middle-school students' value mean scores for &quot;Sports Culture&quot; was determined as X = 13.4625, &quot;Healthy Life and Nutrition&quot; value mean score was X = 9.2056, &quot;Solidarity&quot; value mean score was X = 7.9425, &quot;Respect&quot; value mean score was X=12.8294, &quot;National Culture and Unity&quot; value mean score was X = 22.2819, and &quot;Awareness&quot; value mean score was X = 32.4688. Significant differences were determined between the students' value scores according to their gender, class, doing-not doing sports status, and family income levels. This study had determined that the students' value scores for physical education and sports course were high. It was observed that female students generally had higher value scores than male students, and their value scores decreased as their grade level increased. It has been determined that students who do sports have higher value scores compared to students who do not do sports, and as students' families income increases, their value scores also increase. According to the findings, it may be said that Physical Education and Sports Course has a very important and effective role in gaining values. [This paper was presented at the 12th National Sports Science Student Congress.]
Taking It to the Tweet Seats: Using New Technology to Create &quot;Theatre Knowledge-Building Communities&quot; in the English Language Arts and Drama Classrooms
Author: Richardson, John M.
Date: 2013-00-00
Type: Journal Articles
Subjects: English,Language Arts,Drama,Secondary School Teachers,Theater Arts,Educational Technology,Authentic Learning,21st Century Skills,English Teachers,Teaching Methods

The development of digital technology and the participatory culture it engenders presents challenges to secondary school English and drama teachers keen to expose their students to the pleasures and rewards of live theatre. Within Scardamalia's notion of the &quot;knowledge building community&quot; (Scardamalia &amp; Bereiter, 1994, 2006; Scardamalia, Bransford, Kozma, &amp; Quellmalz, 2012; Scardamalia, 2002), however, is a framework by which teachers can use educational technology to create authentic, theatre knowledge-building communities that allow students to view themselves as engaged participants in the culture of live theatre, while learning valuable 21st century skills.
Latent Class Approach to Detect Differential Item Functioning: PISA 2015 Science Sample
Author: Uyar, Seyma
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Response Theory,Foreign Countries,Cross Cultural Studies,Item Analysis,Test Items,Achievement Tests,International Assessment,Secondary School Students,Comparative Analysis,Test Bias

Purpose: This study aimed to compare the performance of latent class differential item functioning (DIF) approach and IRT based DIF methods using manifest grouping. With this study, it was thought to draw attention to carry out latent class DIF studies in Turkey. The purpose of this study was to examine DIF in PISA 2015 science data set. Research Methods: Only dichotomous items were considered in this study. Turkey and Singapore samples were used to examine DIF. There were 6115 students in Singapore data set and 5895 students in Turkey sample. To detect DIF among countries based on manifest grouping, Item Response Theory Likelihood Ratio (IRT-LR) and Lord's Chi-Square techniques were used. Besides, with Mixture Item Response Theory latent classes were defined and DIF items were detected with Mantel Haenszel method (MH) among latent classes. Number of DIF items were detected according to latent classes and the two countries were compared. Findings: There were 8 items including DIF among latent classes. With Lord's Chi square method, four items were detected to include DIF at medium and high level among Turkey and Singapore. And IRT-LR method revealed that only two items included DIF among countries. Implications for Research and Practice: According to the results, it was recommended to use latent class approach in the investigation of DIF items in cross-country studies.
Aboriginal Adolescents, Critical Media Health Literacy, and the Creation of a Graphic Novel Health Education Tool
Author: Wilmot, Robin M.
Date: 2013-00-00
Type: Journal Articles
Subjects: Cartoons,Novels,Health Education,Longitudinal Studies,Interdisciplinary Approach,Critical Literacy,Media Literacy,Teaching Methods,Cultural Awareness,Self Concept,Culturally Relevant Education,Middle School Students,High School Students,Foreign Countries,Canada Natives,American Indian Students,Indigenous Knowledge

&quot;As Coyote tossed his eyes the next time, the ravens swooped, swift as arrows from a strong bow. One of them snatched one eye and the other raven caught the other eye. 'Quoh! Quoh! Quoh!,' they laughed, and flew away to the Sun-dance camp&quot; (Quintasket, 1933). The knowledge mobilization project involving Aboriginal students described in this article is an extension of a multi-phase, longitudinal, interdisciplinary research project aimed at understanding the processes through which adolescents develop critical media health literacy (CMHL) (Wharf Higgins &amp; Begoray, 2012; Wharf Higgins, Begoray, Beer, Harrison, &amp; Collins, 2012). The primary purpose of this project was to create a culturally relevant CMHL health education graphic novel. An additional purpose was to develop pedagogical approaches to be used to stimulate discussion around media-perpetuated health messages with Aboriginal adolescents: Like Coyote, they too have had their eyes snatched. In brief, we collaborated with Aboriginal students to create culturally sensitive material representative of their identities as media-affected adolescents in the 21st century. In turn, the dialogic process utilized during our project appeared to be a viable pedagogical approach when working with CMHL and Aboriginal adolescents, a supposition that will be the subject of our further research in the fall of 2013. Throughout the project, the authors, all of whom are non-Indigenous, were guided in their use of Indigenous ways of knowing by the Aboriginal education community.
Locating Difference with Teacher Candidates
Author: Block, Lee Anne
Date: 2013-00-00
Type: Journal Articles
Subjects: Geographic Location,Context Effect,Preservice Teacher Education,Preservice Teachers,Racial Bias,Social Bias,Multicultural Education,Cultural Awareness,Social Justice,Foreign Countries,Identification (Psychology),Professional Identity,Consciousness Raising

How to teach about difference is critical to education. This paper discusses teaching about difference in locations or contexts where the majority of teacher candidates were of the dominant culture. As a teacher educator, I have worked with teacher candidates on becoming aware of the relationships between their subject positions and the subject positions of others. The exploration of those relationships was contextualized by the different physical locations and teaching and learning environments, within which privilege, dominance, and marginalization were constructed and experienced in specific forms. This paper relates my emerging pedagogy for teaching about difference, as well as describing some teacher candidates' perspectives on learning about difference. It reflects on my experiences teaching courses in multiculturalism and social justice in two specific locations: the teaching and learning department of a small American university in North Dakota and an education faculty in Manitoba. For teacher candidates positioned within dominant culture, difference can be uncomfortable. Teaching about difference meaningfully and navigating this discomfort is central to teacher education oriented to equity.
Mentors: Spurring a Special Profession
Author: Brock, Melissa
Date: 2018-00-00
Type: Journal Articles
Subjects: Mentors,Admissions Officers,Career Development,Pupil Personnel Workers,Interprofessional Relationship,Professional Associations,Social Media

This article discusses the role of a mentor. A mentor guides another person in making sound decisions, whether it is career or professional work ethic; it is someone invested in the other person's success. The article provides examples of national and regional opportunities that exist for people seeking mentors, as well as ideas for mentors seeking opportunities to help others.
Wordplay or Paradigm Shift: The Meaning of &quot;Research Impact&quot;
Author: Farley-Ripple, Elizabeth
Date: 2020-00-00
Type: Journal Articles
Subjects: Research Utilization,Educational Research,Research and Development,Theory Practice Relationship,Motivation

Research impact is increasingly a global issue, yet it is still emerging in the context of U.S. education. This article synthesizes insights on this issue from key thought leaders in various roles in the U.S. education system, including their perspectives on defining, motivating, measuring, and supporting research impact. These insights offer the conceptual framing for this special issue of the &quot;International Journal of Education Policy and Leadership&quot; (&quot;IJEPL&quot;) and highlight several themes and tensions associated with research impact. The call for articles focused on these insights, which are addressed in the pieces that constitute this special issue.
Personal and Professional Readiness of In-Service Teachers of English for Culturally Responsive Teaching
Author: Zorba, Mehmet Galip
Date: 2020-00-00
Type: Journal Articles
Subjects: Culturally Relevant Education,Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Teaching Methods,Teacher Attitudes,Measures (Individuals),Faculty Development,Experienced Teachers,Beginning Teachers,Educational Background,Teacher Education Programs,Departments,Undergraduate Study,Cultural Awareness,Student Diversity,Teacher Characteristics,Foreign Countries

Purpose: The aim of this study was twofold. First, it investigated the extent to which in-service teachers of English were personally and professionally ready to carry out culturally responsive teaching (CRT). Second, it aimed to understand teachers' perceptions of CRT. Research Method: This study was carried out in a sequential explanatory mixed methods design. Accordingly, first quantitative data were gathered in the first phase through administering CRT readiness scale. In the second phase, qualitative data were gathered through semi-structured interviews to gain detailed insights about their perceptions. A total number of 415 in-service teachers of English participated in the quantitative phase of the study, and 12 teachers participated in the semi-structured interviews. Findings: Quantitative findings showed significant differences between teachers' personal and professional readiness, novice and experienced teachers, and graduates of ELT departments and graduates of ELL and ACL departments. Qualitative findings showed that experience alone was a distinguishable factor for CRT and also underlined the necessity for and the importance of culture-oriented courses in undergraduate English language teacher education. Implications for Research and Practice: Accordingly, enriching undergraduate English language teacher education programs with culture-oriented courses is a need. Such courses should cover both theoretical and practical sides of multicultural education and CRT. There is also a need to provide more opportunities for teacher candidates to execute teaching practices in real and culturally diverse classrooms. Furthermore, the need for studies focusing on field-specific competencies and real classroom settings are also underlined.
A Developmental Evaluation of Research-Practice-Partnerships and Their Impacts
Author: Cooper, Amanda
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Research,Partnerships in Education,Program Evaluation,Evaluation Methods,Elementary Secondary Education,Measurement,Program Effectiveness

Research-practice-partnerships (RPPs) have arisen as a potentially powerful mechanism for school improvement; however, there is little work how to evaluate RPPs. This study investigates how four RPPs are addressing impact by (a) document analysis of metrics (N = 123) being used to assess partnerships, and (b) interviews exploring how network leads (N = 11) and policymakers (N = 3) conceptualize partnerships and their impact on the frontlines. Findings suggest that while metrics being used provide a necessary baseline for the number and types of partnerships, more robust methods are needed to capture the quality of interactions and to strategically inform network development. The discussion advocates for network improvement through sharing cases of failures (alongside exemplary cases) to maximize learning, and for the use of developmental evaluation to explore the impacts of RPPs.
Teacher Retention: A Relational Perspective
Author: Moser, Eric M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Persistence,Faculty Mobility,Agricultural Education,Teacher Shortage,Prediction,Teacher Attitudes,Peer Relationship,Teacher Administrator Relationship,Teacher Orientation,Mentors,Job Satisfaction,Curriculum,Educational Environment

The sustained shortage of school-based agricultural educators necessitates novel research into variables impacting teacher career commitment. In the current study, a previously unexplored variable in the prediction of career commitment within school-based agricultural education was considered, teacher connectivity. Four elements of teacher connectivity (i.e., within school, other SBAE teachers, curricular, and community) were analyzed in relation to career commitment among a national sample of school-based agricultural educators. Findings revealed teachers perceived the highest levels of connectivity to their curriculum and other SBAE teachers with the lowest levels of connectivity being with other content area teachers and administrators in their own school. Using multiple linear regression, the four elements of connectivity predicted 12% of the variance in career commitment. School connectivity and SBAE teacher connectivity were identified as statistically significant, positive predictors of career commitment. Findings are discussed using the Relational Theory of Working with recommendations emerging for structuring teacher onboarding programs, increasing teacher mentoring efforts, and empowering teachers to engage in interdisciplinary lesson planning. Further, authors provide recommendations for continued scholarship exploring teacher connectivity and career commitment within school-based agricultural education.
Measuring Agricultural Literacy: Grade 3-5 Instrument Development and Validation
Author: Longhurst, Max L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Agricultural Education,Knowledge Level,Grade 3,Grade 4,Grade 5,Elementary School Students,Test Construction,Test Validity,Delphi Technique,Test Reliability

Modern societal functions for meeting basic needs contribute to the lack of understanding many Americans have about agriculture's connection to human health and environmental quality. Consequently, this limited understanding has produced a need to measure agricultural literacy to develop programming or enhance existing agricultural educational efforts. Research literature has identified the need for agricultural literacy instruments to be developed that measure current understandings. The National Agricultural Literacy Outcomes (NALOs) served as the conceptual framework for the development of an agricultural literacy criterion referenced progressive measurement tool for grades 3-5. A theoretical framework using assessment models was used to develop items to measure agricultural literacy in three proficiency stages: exposure, factual literacy, and applicable proficiency. A modified Delphi method was used to create the Longhurst Murray Agricultural Literacy Instrument (LMALI) with the intent of assessing elementary student understanding of the NALOs. Items were tested with students from regional representative states using exploratory factor analysis, confirmatory factor analysis, and discriminant analysis in the investigation. The development process resulted in a validated 15-item instrument for grades 3-5. Overall, the instrument provides a way for educators and stakeholders to measure agricultural literacy based on proficiency stages within the five NALO themes.
Tagged to Teach Ag Day: Evaluating the Influence of a Recruitment Event on Students&apos; Perceptions of Campus Climate
Author: Gates, Hailey R.
Date: 2020-00-00
Type: Journal Articles
Subjects: High School Students,Student Attitudes,College Environment,Student Recruitment,Agricultural Education,Program Effectiveness,Extracurricular Activities,School Policy,Discipline,Interpersonal Relationship,College Faculty,College Students,Grading,Governance

In an effort to measure the influence of an immersive recruitment event, we sought to evaluate high school students' perceptions toward university climate before and after engaging in a day-long event hosted as part of National Teach Ag Day. The Inviting School Survey-Revised (ISS-R) was administered via paper and pencil when the students arrived and again at the conclusion of the event. Pre-test scores indicated students had favorable opinions of all aspects of [University's] climate factors before attending the event; however, mean scores were consistently higher on the post-test than on the pre-test for all school climate factor areas. We recommend agricultural education departments explore the possibility of implementing a similar immersive recruitment event tailored specifically for agricultural education students. Further, we recommend future research use experimental methods and larger sample sizes to expand the generalizability of these findings.
Teacher Philosophies of Career Development Events: Implications for Curriculum in Agriculture, Food, and Natural Resources Education
Author: Goodwin, Catlin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Learner Engagement,Career Development,Leadership Training,Agricultural Education,Academic Achievement,Educational Philosophy,Teacher Attitudes,Student Development,Competition,Student Organizations,Skill Development,Knowledge Level,Correlation,Teaching Methods,Educational Environment,Food,Natural Resources,Extension Education,Outcomes of Education

Student engagement in Career and Technical Student Organizations (CTSOs) offer tremendous opportunities for content learning, leadership development, and career preparation. Included in the scope of CTSOs are skills contests, competitions designed to test student knowledge and skills within respective content areas. Within school-based agricultural education, these skills contests are called career development events (CDEs). Building upon existing research identifying the importance of CDE preparation to student performance and knowledge transfer, the current study quantified CDE preparation occurring within agricultural education classrooms, educator philosophies of CDEs, and the relationship between philosophies and CDE preparation. Findings indicate the majority of responding teachers held a student development philosophy and incorporated moderate to high amounts of CDE preparation within their classroom curriculum. Additionally, findings suggest a practically significant relationship between teacher philosophies and CDE preparation, with teachers possessing a competition and achievement philosophy facilitating the highest amount of CDE preparation during classroom instruction. In total, findings provide important insights into CDE preparation within agricultural education as well as a template for evaluating similar relationships throughout other CTE areas.
The Institutional and Community Capacity for Aboriginal Education: A Case Study
Author: Deer, Frank
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Canada Natives,American Indian Education,Urban Schools,School Districts,Institutional Characteristics,Urban Education,Culturally Relevant Education,Faculty Development,School Community Programs

This study explored the institutional and community capacity for Aboriginal education in one urban school district in Canada that recently established a formal Aboriginal education programme. Participants in this study were Aboriginal and non-Aboriginal education professionals, as well as Aboriginal Elders directly and indirectly affiliated with the study school district. Using a qualitative approach, I conducted interviews with participants and observed in-school activities in an effort to acquire data. I found that the physical, political, human resource, and community capacities were, in varying degrees, sufficiently developed to provide Aboriginal education programming. Within each of these capacities, challenges and perceived opportunities have led to an acknowledgement of the importance of Aboriginal education as well as an appreciation of the difficulties of offering such programming in an urban educational environment.