ethanporcaro/eric-fulltext-meta huggingface dataset:
Pre-Service Mathematics Teachers Investigating the Attributes of Inscribed Circles by Technological and Theoretical Scaffolding
Author: Segal, Ruti
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Instruction,Mathematics Skills,Geometry,Hypothesis Testing,Observation,Task Analysis,Inquiry,Learning Processes,Mathematical Logic,Mathematical Formulas,Scaffolding (Teaching Technique),Technological Literacy,Pedagogical Content Knowledge

The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting feature and then propose a hypothesis resulting from their observations and prove them. Due to the difficulty generally involved in proposing and proving geometrical hypotheses, two forms of scaffolding were provided: theoretical scaffolding based on revising previous learning or specific attributes of the given data and technological scaffolding in the form of specifically designed GeoGebra applets that allowed dynamic observation of the attributes of the geometrical shapes and the changes they underwent during modification. We found that the two forms of scaffolding led to relatively pre-service teachers' high levels of success. They exhibited high levels of interest and participation, were engaged in the tasks, and underwent high-quality learning processes. In follow-up interviews, they confirmed that the exercise improved their inquiry skills, and developed their pedagogical and technological knowledge.
Are Unpaid Internships Just as Valuable? A Comparison of U.S. Work Integrated Learning Students&apos; Perceptions of Paid and Unpaid Experiences
Author: Hurst, Jessica L.
Date: 2023-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Internship Programs,Compensation (Remuneration),Student Attitudes,Work Experience Programs,Supervisor Supervisee Relationship,Career Choice,Intention,Career Development,Social Support Groups

The notion of compensation generates criticism, especially in the U.S. around unpaid internships in particular -- the country's principal form of work-integrated learning (WIL). The distinction between unpaid and paid internships remains understudied and therefore, serves as the primary motivator to compare students' perceptions of unpaid and paid WIL experiences, using a large U.S. data set. The purpose of this study is to compare interns' perceptions of unpaid and paid experiences to gain a better understanding of how these experiences frame interns' supervisory support interactions, perceptions of advancement opportunities, career confirmation, and conversion intentions. The study is U.S. centric, surveying students who had recently completed their internships. Results indicated that regardless of pay (i.e., paid vs. unpaid), interns had similar expectations regarding supervisory support, career confirmation, and conversion intentions. Hence, confirming that both unpaid and paid internships provide a strong platform for students to obtain the support they need to launch their future careers.
Scale Development Based on Item Response Theory: A Systematic Review
Author: Kiliç, Abdullah Faruk
Date: 2023-00-00
Type: Journal Articles
Subjects: Test Construction,Item Response Theory,Literature Reviews,Foreign Countries,Factor Analysis

Classical test theory (CTT) and item response theory (IRT) are two fundamental approaches used in scale development research. Although CTT is the preferred methodology in scale development research in the Republic of Turkey, the IRT methodology has started to gain traction in recent years. In this study, we used the systematic review methodology to review scale development research in Turkey that used the IRT procedures. Results revealed that most of the studies were conducted in 2017. Most of the studies have a sufficient sample size. Exploratory factor analysis was used more than confirmatory factor analysis. Some studies failed to choose the proper IRT model, report and interpret item parameters, check IRT assumptions, and report and interpret information functions. We recommend some practical considerations to researchers in terms of IRT assumptions.
Self Compassion and Interpersonal Mindfulness as Predictors of Forgiveness in Adulthood
Author: Topçu, Pinar
Date: 2023-00-00
Type: Journal Articles
Subjects: Adults,Metacognition,Altruism,Self Concept,Interpersonal Communication,Conflict Resolution,Predictor Variables

The purpose of the research was to discover whether self compassion and interpersonal mindfulness predict forgiveness in adulthood. In this study, data were gathered from 547 participants, 345 of whom were female ([x-bar]=80.72, sd=16.51) and 202 of whom were male ([x-bar]=81.60, sd=17.33) and between the ages of 22 and 65. &quot;Personal Information Form&quot;, &quot;Heartland Forgiveness Scale&quot;, &quot;Self Compassion Scale&quot;, and &quot;Interpersonal Mindfulness Scale&quot; are the measuring instruments. Multiple regression analysis was conducted on the data. According to a multivariate regression analysis, self compassion and interpersonal mindfulness are predictors of forgiveness. In addition, regression analysis revealed that self compassion and interpersonal mindfulness accounted for 39% of the overall variance in adult forgiveness. In light of the literature and study, the findings are interpreted and defended, and numerous recommendations are provided.
Stereotype Characters of Disney World within the Context of Values Education
Author: Özdemir Eren, Nur Hümeyra
Date: 2023-00-00
Type: Journal Articles
Subjects: Stereotypes,Values Education,Mass Media Use,Content Analysis,Cartoons,Media Literacy,Films

Disney, widely regarded as the dominant force in children's media and one of the world's most powerful entities, has always succeeded in attracting attention with the works it produces. In the context of values education, this study tried to uncover the stereotypes that Disney World's key characters reveal. The 2016 films Zootopia, The Jungle Book, Alice in Wonderland 2/Alice Through the Looking Glass, Finding Dory, The Big Friendly Giant, Pete's Dragon, and Moana provided the data for the document analysis method. The data were submitted to descriptive analysis that emphasized the dominant characteristics of the characters, followed by content analysis that investigated each type of character in depth. According to data collected from 749-minute films and animations, it was established that Disney's principal characters focus on two stereotypes. The first of them was the qualified character, followed by the heavenly character. According to the research findings, even though the qualified characters exhibited exceptional behavior, they were found to have some major flaws. On the other hand, it was revealed that, while possessing superhuman abilities, the divine figures needed humans.
New Approaches on Education Technologies: A Global Perspective for Digital Transformation
Author: Hokanson, Brad
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Innovation,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Electronic Learning,Thinking Skills,Role of Education,21st Century Skills,Skill Development

For education worldwide, the global pandemic was a major shock. The Internet did not stop, but for a while, going to school did. It caused a worldwide leap to online education. For educational technology, it might have been a step forward, with some hesitancy: some will soon be forgotten, but much will be retained. This writing outlines a number of ideas and directions, posed in the form of questions, seeking to continue to move educational efforts forward, for in a post-pandemic world, education is still challenged by technology.
Opinions of Elementary Mathematics Teacher Candidates on the Use of Digital Technologies in Mathematics Education
Author: Temel, Hasan
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Teachers,Mathematics Teachers,Preservice Teachers,Technology Integration,Technology Uses in Education,Mathematics Education,Undergraduate Students,Influences,COVID-19,Pandemics,Student Attitudes,Foreign Countries

Although it is desired to be integrated into education quickly with the advancement of technology, it takes time to embed such changes in education. Teachers and teacher candidates are expected to have sufficient readiness and technological infrastructure in order to keep up with the targeted and rapid transformations. The study aims to determine the views of elementary mathematics teacher candidates (EMTC) on the use of digital technology (DT) in mathematics education. A case study, one of the qualitative research methods, was used in the research. The data of the study conducted with 83 elementary mathematics teacher candidates were collected within the framework of nine open-ended questions. In line with the analyses carried out, it was concluded that undergraduate courses positively affect the use of digital technologies in mathematics education. It has been stated that the COVID-19 pandemic has opened the door to the use of digital technologies in mathematics education, and opinions on what digital technologies can be used in mathematics education have been put forward. Suggestions were made that teacher candidates should increase the courses on the use of digital technologies in their undergraduate education.
Adaptation of Motivation to Read Profile Scale to Turkish
Author: Aydemir, Zeynep
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Reading Motivation,Turkish,Profiles,Measures (Individuals),Test Reliability,Test Validity,Factor Analysis,Elementary School Students,Foreign Countries

The purpose of this research is to adapt the &quot;Motivation to Read Profile Scale&quot; developed by Malloy et al. (2013) into Turkish. Within the framework of adaptation studies, firstly, the items of the scale were translated into Turkish by the researchers, then ten experts were consulted for the Turkish and English forms of the scale, and amendments to the translation were made in line with their opinions. The scale was administered to 317 students for validity and reliability studies. Confirmatory factor analysis was performed directly on the two-factor scale, as the experimental evidence regarding the construct validity of the scale in the original culture was determined. As a result of the general confirmatory factor analysis, the two-factor structure can be characterized as having values that can be acceptable. Cronbach's alpha internal consistency coefficient for the Turkish form of the scale was 0.86. As a result, it was seen that the Turkish form of the scale was valid and reliable for this research group.
The Comparison of the Dimensionality Results Provided by the Automated Item Selection Procedure and DETECT Analysis
Author: Mor, Ezgi
Date: 2022-00-00
Type: Journal Articles
Subjects: Psychological Evaluation,Nonparametric Statistics,Test Items,Item Analysis,Scaling,Item Response Theory,Factor Structure,Factor Analysis,Undergraduate Students,Cheating,Automation,Foreign Countries

The dimensionality is one of the most investigated concepts in the psychological assessment, and there are many ways to determine the dimensionality of a measured construct. The Automated Item Selection Procedure (AISP) and the DETECT are non-parametric methods aiming to determine the factorial structure of a data set. In the current study, dimensionality results provided by the two methods were compared based on the original factorial structure defined by the scale developers. For the comparison of the two methods, the data was obtained by implementing a scale measuring academic dishonesty levels of bachelor students. The scale was conducted on junior students studying at a public and a private university. The dataset was analyzed by using the AISP and DETECT analyses. The &quot;mokken&quot; and &quot;sirt&quot; packages on the R program were utilized for the AISP and DETECT analyses, respectively. The similarities and differences between the findings provided by the methods were analyzed depending on the original factor structure of the scale verified by the scale developers.
The Development and Validation of a Scale Measuring Mobile Phone Use in an Academic Environment
Author: Yasan Ak, Nehir
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Handheld Devices,Use Studies,Educational Environment,Technology Uses in Education,Factor Structure,Factor Analysis,Undergraduate Students,Test Reliability,Foreign Countries

The purpose of this study was to bridge the gap in current research on educational mobile phone use within the framework for the rational analysis of the mobile education (FRAME) model. The paper developed and validated the Mobile Phone Use in Academic Environment Scale (MPUAES) to measure both positive and negative aspects of educational use of mobile phones. The participants were 1887 undergraduate students enrolled in all faculties and grade levels of Middle East Technical University in Ankara, Türkiye. The inclusion criterion for the participation in the study was owning a smartphone. The exploratory and confirmatory factor analyses were run with two different samples. Three factors structure with 18 items were obtained, which were labeled as facilitator, distractor, and connectedness. These three factors explained 63.42% of the total variance. For confirmation of the factor structure, confirmatory factor analysis was performed with the second sample. Cronbach alpha coefficient of each factor ranged between 0.90 and 0.74. To conclude, the findings of the study proposed that the scores obtained from the developed scale were valid and reliable in measuring undergraduate students' mobile phone use in an academic environment.
History and Korean Studies Work-Integrated Learning Library Internships: Past Students and Host-Supervisors&apos; Reflections
Author: Dewi, Anita
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,History Instruction,Asian Studies,Work Experience Programs,Internship Programs,Academic Libraries,Program Evaluation,Soft Skills,Teamwork,Expectation,Educational Benefits,Higher Education,Job Skills,Employment Potential

The paper presents an evaluation of History and Korean Studies WIL internships at Monash University Library, focusing on past students' views of the program in relation to their future career, and past host-supervisors' perceptions of its benefits. Data collection for the qualitative research was conducted through semi-structured interviews with past students and host-supervisors. The results revealed that both past students and host-supervisors expected the internships to facilitate students to gain hands-on experiences and develop 'soft-skills.' There was a gap where past host-supervisors consistently mentioned teamwork in their expectations, yet none of the past students had teamwork as one of their expectations. Both past students and host-supervisors view the program as beneficial for students, therefore, they suggested that the programs continue to be offered. Upon being asked what the benefits of internships were for themselves however, the host-supervisors put forward benefits that were more related to the library.
Fink&apos;s Taxonomy Applied to Work-Integrated Learning: An &apos;Audit&apos; of Success Strategies Accounting Students Employ during Recruitment
Author: Ho, Candy
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Taxonomy,Work Experience Programs,Accounting,Business Administration Education,Undergraduate Students,Student Employment,Personnel Selection,Selection Criteria,Transfer of Training,Job Skills,Soft Skills,Recruitment,Career Pathways,Job Search Methods

Annually, thousands of post-secondary students studying accounting in Canada participate in the Chartered Professional Accountant Recruitment (CPA Recruit) process to secure employment with accounting firms. Despite the competitive process, there has been negligible research studying how students secure these coveted positions. This qualitative research study explored the lived experience of ten students throughout the recruitment process, identifying 119 success strategies. Fink's taxonomy of significant learning, a conceptualized model that focuses on high quality teaching and learning, was used to categorize the strategies. Findings revealed that while having foundational discipline-specific knowledge was important, intra- and interpersonal skills were deemed more important in helping participants effectively apply and integrate their learning, ultimately demonstrating their ability to transfer learning between contexts. Implications and recommendations are discussed for academic programs to enhance curricular and co-curricular components for students to strengthen and transfer soft skills, and for organizations and professional bodies to improve recruitment practices.
An Investigation of Data Mining Classification Methods in Classifying Students According to 2018 PISA Reading Scores
Author: Buyukatak, Emrah
Date: 2022-00-00
Type: Journal Articles
Subjects: Classification,Accuracy,Reading Tests,Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Networks,Artificial Intelligence,Bayesian Statistics,Reading Skills,Scores,Reading Achievement,Algorithms,Models

The purpose of this research was to determine classification accuracy of the factors affecting the success of students' reading skills based on PISA 2018 data by using Artificial Neural Networks, Decision Trees, K-Nearest Neighbor, and Naive Bayes data mining classification methods and to examine the general characteristics of success groups. In the research, 6890 student surveys of PISA 2018 were used. Firstly, missing data were examined and completed. Secondly, 24 index variables thought to affect the success of students' reading skills were determined by examining the related literature, PISA 2018 Technical Report, and PISA 2018 data. Thirdly, considering the sub-classification problem, the students were scaled in two categories as &quot;Successful&quot; and &quot;Unsuccessful&quot; according to the scores of PISA 2018 reading skills achievement test. Statistical analysis was conducted with SPSS MODELER program. At the end of the research, it was determined that Decision Trees C5.0 algorithm had the highest classification rate with 89.6%, the QUEST algorithm had the lowest classification rate with 75%, and four clusters were obtained proportionally close to each other in Two-Step Clustering analysis method to examine the general characteristics according to the success scores. It can be said that the data sets are suitable for clustering since the Silhouette Coefficient, which is calculated as 0.1 in clustering analyses, is greater than 0. It can be concluded that according to achievement scores, all data mining methods can be used to classify students since these models make accurate classification beyond chance.
Perceived-Teacher Presenteeism Scale: A Scale Development Study
Author: Uslukaya, Alper
Date: 2022-00-00
Type: Journal Articles
Subjects: Teacher Attendance,Teacher Attitudes,Behavior Rating Scales,Test Construction,Factor Structure,Factor Analysis,Test Validity,Test Reliability,Well Being,Secondary School Teachers

This study aims to develop and test the reliability and validity of a multiitem teachers' perceived presenteeism behavior scale. For this, first of all, a semistructured interview form was applied to 57 teachers, an item pool was formed for the presenteeism scale with the data obtained, and the draft form of the scale was prepared in line with the expert opinions. Then, the draft scale form was applied to 382 teachers, and exploratory factor analysis was performed with the data obtained. As a result of the analysis, a three-dimensional scale structure consisting of 14 items was obtained. Data were collected from 303 teachers to confirm this structure, and the three-factors scale structure was confirmed based on acceptable fit values with confirmatory factor analysis. It was determined that the validated second-order three-factor model provided convergent and discriminant validity criteria. The measurement invariance of the scale according to gender, marital status, and age groups was tested, and it was observed that the same structure was measured in different groups. Cronbach Alpha internal consistency coefficient and composite reliability values showed that sufficient reliability values were achieved for the scale. Finally, the test-retest performed to test its stability showed that the scale was stable. Thus, it was concluded that the scale is valid and reliable with sufficient conditions to measure the teachers' perceptions of presenteeism.
Adaptation of Architectural Education Pedagogy in Addressing COVID-19 Pandemic
Author: Lotfabadi, Pooya
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Distance Education,Interpersonal Communication,Teacher Student Relationship,Design,Educational Technology,Technology Uses in Education,Teacher Attitudes,Student Attitudes,Architectural Education,Foreign Countries,College Students,College Faculty

In March 2020, the World Health Organization (WHO) proclaimed the COVID-19 outbreak a global pandemic. As a result, it has been mandated that all educational institutions complete the 2019-20 spring semester online. Despite the importance of distance education, it appears that online education has not assisted architecture education adequately. This is due to the fact that it has higher learning objectives, is taught via coaching approaches, and incorporates nonverbal communication. Architects are trained through a method focused on the 'studio course'. In this environment, students' decisions are unintentionally affected by the unanticipated backtalk and discussions that arise from the design development process. In other words, criticism, which is a graphic and oral communication between the students and the instructor, is one of the most frequent learning strategies utilized in the design studio. The necessity for new educational frameworks in architecture has been sparked by the pedagogically distinctive consequences of digital design. Thus, the primary aim of this study is to monitor and document current trends, benefits, and limitations of online architectural discourse and learning ecosystems from both students' and tutors' perspectives. It also investigates alternative pedagogical agendas in order to address the requirement to integrate different levels of students with online education. In this regard, the effects of the design medium, knowledge-based or theoretical courses, and practical courses are three common types of influences on educational system adaptability and inertia. Finally, in this research, authors attempt to formulate a theoretical framework and didactic principles for the modification of architectural online education by using multiple methods of data collection, primarily based on a systematic observation of the experiments, questioning the participants before and after the experiment, and evaluate of the descriptive results of the experiment.