ethanporcaro/eric-fulltext-meta huggingface dataset:
Availability of ISTE Digital Citizenship Standards among Middle and High School Students and Its Relation to Internet Self-Efficacy
Author: Aldosari, Fouad F.
Date: 2020-00-00
Type: Journal Articles
Subjects: Middle School Students,High School Students,Privacy,Citizenship,Self Efficacy,Intellectual Property,Internet,Computer Mediated Communication,Bullying,Self Concept,Information Security,Student Surveys,Student Attitudes,Standards,Ethics

The purpose of this study was to gauge the level of availability of ISTE Digital Citizenship standards among middle and high school students in Riyadh, Saudi Arabia. The research employed a quantitative survey approach to measuring the availability of elements of digital citizenship. The survey was administered to a sample of 394 students from several middle and high schools. The survey items were built based on the four domains of digital citizenship by ISTE (Digital identity, Ethical behavior, Intellectual property, and Digital privacy and security). Findings revealed that students showing a high level of availability of digital citizenship in the first and second domains, as well as showing a high level of Internet self-efficacy. Based on the findings, it was recommended to put more emphasis on promoting digital citizenship among middle and high school students, especially raising awareness about intellectual property rights, cybersecurity, online bullying, digital identity, and good interaction with others over the Internet.
Examining the Attitudes of Classroom Teachers towards Sports: Example of Kirsehir Province
Author: Çiris, Vahit
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Athletics,Foreign Countries,Individual Differences,Social Development,Physical Development,Cognitive Development

The purpose of this research is to determine the attitudes of classroom teachers towards sports. Within this scope, in the first part of this study, it is aimed to describe the attitudes of classroom teachers towards sports. In the second part of the study, it was investigated whether gender, participation in sports activities and years of service differ significantly on the attitudes of classroom teachers towards sports. The screening method was used in this research. The study was carried out with 308 classroom teachers working in Kirsehir. They participated in the study on a volunteer basis. &quot;Personal Information Form&quot; and &quot;The Sports-Oriented Attitude Scale&quot; were used in the data collection process. When testing the research data, a 0.05 significance level was taken. In the analysis of the data, the items related to the sub-problem were grouped and Mann Whitney U and Kruskall Wallis techniques were used together with descriptive statistics such as frequency (f), percent (%), weighted mean ([x-bar]) and standard deviation (SD). The attitudes of classroom teachers towards sports generally high ([x-bar] = 4.42). While their attitudes towards sports do not differ significantly according to their gender (U = 10381,500; p &gt; 0.05); it differs significantly according to their participation in sports activities (U = 8686,000; p &lt; 0.05) and years of service (X[superscript 2] = 8,364; p &lt; 0.05). Research results show that attitudes of classroom teachers towards sports are generally at a high level. However, it was concluded that the attitudes of classroom teachers towards sports differed significantly according to their participation in sports activities and years of service, but did not differ by gender.
Non-Native Arabic Learners&apos; Social Media Usage and Motivation Influencing Learning of Arabic Language in Malaysian Public Universities
Author: Xuan, Di
Date: 2020-00-00
Type: Journal Articles
Subjects: Native Speakers,Semitic Languages,Second Language Learning,Learning Strategies,Learning Motivation,Social Media,Public Colleges,Undergraduate Students,Correlation,Self Efficacy,Goal Orientation,Academic Achievement,Foreign Countries,Questionnaires,Technology Integration

This paper aims to clarify the concepts related to the use of social media usage and motivation and their effect on the learning of a new language. They have also investigated the relationship between these variables and determined the influence of motivation and SMU on the academic performance of the students. For this purpose, quantitative survey was employed by distributed questionnaires which adopted from Monachesi et al. (2008) data language technologies for lifelong learning along with the Motivated Strategies for Learning Questionnaires (MSLQ) amongst 317 Arabic learners to six selected universities. They carried out quantitative data analysis by using SPSS and SmartPLS. The finding reported that these learners SMU displayed a significant correlation with motivation. A variation in the results was noted according to the year of study for all the learners. Furthermore, the results indicated that self-efficacy showed a varying effect on the academic performance of the students. The researchers discussed the results related to the learning of a language and the educational practices which were implemented. The results of this study could benefit the instructors, faculty and the student population.
Effects of Inquiry-Based Teaching on Chinese University Students&apos; Epistemologies about Experimental Physics and Learning Performance
Author: Shi, Wei-Zhao
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Physics,Science Instruction,College Science,Science Laboratories,Inquiry,Epistemology,Conventional Instruction,Undergraduate Students,Science Experiments,Laboratory Experiments,Student Attitudes,Instructional Effectiveness,Teaching Methods

Students' epistemologies of experimental physics refer to how they understand the role of experimentation as well as the experimental operation and design and communication of results in physics. This research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities. The participants consisted of two classes of students in a Chinese university. They were divided into control group and experimental group. The experimental group was taught with inquiry-based teaching, while the control group was using cookbook teaching. Each group was taught by the same lecturer. Colorado Learning Attitudes about Science Survey for Experimental Physics were used to investigate students' epistemologies about the nature of experimental physics. It was found that students in a traditional cookbook guided laboratory showed significant negative shifts on personal epistemologies, and in contrast, students' epistemologies of experimental physics in inquiry-based laboratory had been significantly improved. The increase of scores in the control group was higher than the experiment group on experimental physics learning performance. The results were slightly different from other studies, some possible explanations were given.
Redesigning Face-to-Face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia
Author: Kusumawati, Anggara Jatu
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,Higher Education,English for Special Purposes,Second Language Instruction,Language Proficiency,Speech Communication,College Students,Foreign Countries,Conventional Instruction,Engineering Education,Public Speaking,Pronunciation,Student Attitudes,Instructional Effectiveness,Electronic Learning,Asynchronous Communication,Synchronous Communication,Self Efficacy,Teacher Student Relationship

During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne's Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne's Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.
Enhancing Volunteers&apos; Intention to Engage in Citizen Science: The Roles of Self-Efficacy, Satisfaction and Science Trust
Author: Kao, Chia-Pin
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Volunteers,Self Efficacy,Satisfaction,Intention,Social Influences,Social Cognition,Citizen Participation,Trust (Psychology),Scientific Research,Science Projects,Predictor Variables,Science Experiments

This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan's Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers' intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers' intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects between (a) Self-efficacy and Satisfaction, (b) Self-efficacy and Intention, (c) Satisfaction and Intention, and (d) Trust and Intention. The discussion highlights implications for science volunteer managers who are not only in a position to increase volunteers' behavioral intention to continue their engagement in volunteer work, but also to facilitate interventions to boost volunteering in Taiwan.
Metacognitive Model for Developing Science, Technology and Engineering Functional Literacy
Author: Cencelj, Zvonka
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,STEM Education,Scientific Literacy,Technological Literacy,Technology Education,Engineering Education,Instructional Effectiveness,Reading Strategies,Reading Comprehension,Reading Rate,Expository Writing,Technical Writing,Manufacturing,Creativity,Grade 6,Foreign Countries

Science, technology and engineering functional literacy should be developed purposely in the school system -- like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T&amp;E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T&amp;E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students' metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T&amp;E was implemented in a Technology and Technique' (T&amp;T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T&amp;E model increases the students' science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century.
Incorporating Service-Learning in Special Education Coursework: Experiences of University Faculty
Author: Neeper, Lance S.
Date: 2020-11-00
Type: Journal Articles
Subjects: Service Learning,Partnerships in Education,College Faculty,Teacher Attitudes,Teacher Education,Special Education,Expertise,Instructional Design,Course Content,Faculty Publishing

The purpose of this investigation was to determine how service-learning (SL) is used by special education faculty in higher education courses. Participants were 13 special education faculty with documented expertise in SL pedagogy. Sources of data included a demographic questionnaire, a semistructured interview, and course documents. Interviews were analyzed using a content analysis procedure, and course documents were reviewed to confirm interpretations of interview data. Findings describe course types, topics, and enrollment; course elements; types of SL projects; course delivery methods; and selection of community partners. Faculty shared similar definitions and understanding of SL; however, they used SL differently to purposefully meet specific course and programmatic needs.
Analytic Approach of Response Pattern of Diagnostic Test Items in Evaluating Students&apos; Conceptual Understanding of Characteristics of Particle of Matter
Author: Laliyo, Lukman Abdul Rauf
Date: 2020-00-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Scientific Concepts,Science Tests,Test Validity,Test Reliability,Concept Formation,Diagnostic Tests,Multiple Choice Tests,Test Items,Item Response Theory,Misconceptions,Foreign Countries,Secondary School Students

This research aimed to evaluate the students' conceptual understanding and to diagnose the students' preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students' conceptual understanding; and 3) diagnosis of students' preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students' conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement's reliability and validity. Moreover, the result discovered a significant disparity between students' conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception.
Teachers&apos; Perceived Knowledge and Confidence Regarding Adolescent Concussion Management
Author: Ha, Margaret L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Knowledge Level,Self Esteem,Head Injuries,Teacher Role,Secondary School Teachers,Teacher Attitudes,Faculty Development

Teachers play an important role in facilitating a student's return to school after a concussion. Currently, there is limited evidence on teachers' experiences and their role in managing concussions in the classroom. This study investigated teachers' perceived knowledge and confidence regarding concussion recognition and management. A cross-sectional design was used for this online survey of secondary school teachers in the United States. Practicing teachers self-reported being moderately knowledgeable and confident in their knowledge of concussion signs and symptoms. Whereas teachers were moderately knowledgeable and confident in their knowledge of academic support strategies after a student's concussion, teachers were minimally knowledgeable and confident in their knowledge of the criteria for the student's return to school and activity. Personal history of concussion and participation in formal concussion education were associated with increases in teachers' perceived knowledge and confidence regarding concussion and its management process. Overall, teachers believed it was important to learn about concussions to support a student's return to school. Therefore, integration of concussion education into preservice teacher education programs and in-service trainings is recommended. Providing teachers with practical resources on academic adjustments can enhance the support provided to symptomatic students, reduce misconceptions about concussion, and facilitate dialogue among stakeholders involved in the management of concussions.
Effect of Scaffolding Strategies on Higher-Order Thinking Skills in Science Classroom
Author: Alrawili, Khaled Saleh
Date: 2020-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Scaffolding (Teaching Technique),Thinking Skills,Evaluative Thinking,Creative Thinking,Skill Development,Science Instruction,Middle School Students,Grade 9,Adolescents,Males,Single Sex Schools,Public Schools,Foreign Countries

Encouraging students' higher-order thinking skills (HOTs) has become an ultimate objective for several education programmes. Being a significant domain of scaffolding strategies, HOTs has been considered as a concern that should persistently be at the vanguard of reform agenda of science. The present research aims to examine the effect of scaffolding strategies on HOTs of middle school science students in the context of Saudi Arabia. To carry out the research aim, quasi-experimental design has been applied based on multiple-choice questions comprising 20 questions all distributed on four skills, namely, application, analysis, evaluation and creation. The total population of the research was 84 grade 9 students who all sat for both pre-test and post-test. Convenient sampling was chosen as a sampling method that typically suits both the experimental group (42 students) and the control group (42 students). After collection, data were analysed using both descriptive analysis, mean and standard deviation, and inferential statistics including t-test, one-way analysis of variance (ANOVA) and multivariate ANOVA. The effect of scaffolding strategies on the four skills was found to be significant (p &lt;0.01). The present research can contribute to the enhancement of students' HOTs, provided that scaffolding strategies are applied in science classes and, from a research perspective, will be a reference for researchers who are interested in scaffolding strategies in the context of either Saudi Arabia or other countries.
A Review of Web-Based Special Education Resources Provided to Parents by State Departments of Education
Author: Farley, Jennifer
Date: 2020-11-00
Type: Journal Articles
Subjects: Web Sites,Special Education,Access to Information,Information Dissemination,Parent Education,State Departments of Education,Conflict Resolution,Individualized Education Programs,Navigation (Information Systems),Parent Materials,Resource Materials,Parent Participation,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

Parents who are knowledgeable of special education are more likely to engage in their child's education. Parents seek information about special education from a number of sources including State Departments of Education (SDEs). However, little is known about the web-based special education resources SDEs provide to parents. We sought to address this gap by conducting a comprehensive review of SDE websites and special education resources. Two-thirds of SDEs provided special education resources in a parent-designated section of their website. The number of resources provided varied greatly by state and the majority of resources were specific to conflict/dispute resolution. Future research should explore how information provided can best support increased parental knowledge to improve parental engagement. Limitations and implications are discussed. [For the corresponding grantee submission, see ED605808.]
Investigation of the Factors That Effect the University Students&apos; Desperation Levels (Kafkas University Example)
Author: Ozdemir, Kubra
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Mental Health,Anxiety,Depression (Psychology),Gender Differences,Expectation

The desperation is a kind of negative foresight on the contrary of positive foresight for the future. That is to say, to some extend, and it is an emotional situation having negative expectations for the future. The aim of the study, determination the factors that are affecting the university students' desperation levels. This study was conducted to examine the students of Kafkas university despite levels for the future. The sampling groups of this study were the students of Kafkas University Education Faculty educated at Physical Education and Sports Department (25 students), Basic Mathematics Teaching Department (25 students), Science Teaching Department (25 students), and Social Studies Teacher's Department (25 students) 4th class totally 100 participant students in 2016-2017 academic year. The sampling group was selected using simple random--the data handed with the help of the data collecting scale evaluated by using the SPSS Package Program. The preferences are &quot;Yes (Correct) and No (Wrong)&quot;. As a result of this study, there wasn't a meaningful difference in the participant students' desperation levels according to the variables. Students' desperation level means were lower than p &lt; 0.05.
Testing the Effect of UNIV1000 on Retention in a Regional University in the US
Author: Choudhury, Agnitra Roy
Date: 2020-00-00
Type: Journal Articles
Subjects: School Holding Power,First Year Seminars,Outcomes of Education,College Freshmen,Program Effectiveness,Grade Point Average,Academic Persistence

Student retention is a major concern for many universities. We use observational data from a regional university located in Alabama to test whether taking a first-year seminar improves student retention rates. Using a linear probit model, we find that taking a first-year seminar course is negatively correlated with retention rates, after controlling for several confounding effects. We perform survival analysis and find that the students who take first year seminar courses have a better survival rate for retention than those that do not take the course. We also find that other macro and micro economic factors are equally important in improving student retention rates, such as labor market opportunities and competition from similar universities.