ethanporcaro/eric-fulltext-meta huggingface dataset:
Scientific Concepts as Meaning-Making Resources for Young EFL Learners in the Learning of Pragmatics
Author: Myrset, Anders
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,English (Second Language),Role,Elementary School Students,Intervention,Sociocultural Patterns,Learning Theories,Metalinguistics,Context Effect,Individual Differences,Personal Autonomy,Teaching Methods,Speech Acts,Language Variation,Contrastive Linguistics,Norwegian,Prior Learning,Grade 7,Language Usage,Foreign Countries,Discourse Analysis

This article reports on a study investigating the role of scientific concepts in the metapragmatic awareness of Norwegian primary EFL learners following a four-week instructional intervention on requesting informed by sociocultural theory (Vygotsky, 2012/1934). Through introducing pragmalinguistic and sociopragmatic dimensions of requesting, the intervention aimed to develop metapragmatic awareness and foster learner agency by teaching pragmalinguistic resources related to request strategies, raising awareness of contextual considerations, and drawing attention to individual perceptions of appropriateness. The instruction focused on scientific concepts, that is, systematic and abstract objects of study which facilitate learner reflections. This article draws on data collected during group interviews to analyse whether learners used scientific concepts introduced during the instruction--for example, directness of the head act and attention getters--and if so, how these were used to express metapragmatic understandings. The analysis shows how such scientific concepts were internalised and used by learners to express their understandings of the importance of linguistic variation and the communicative functions of requests, as well as compare request strategies in English and Norwegian. Lived experiences, contextual considerations, and prior knowledge were also used as frames of reference for interpreting the appropriateness of requests. Adding to pragmatics research using concept-based approaches with (young) adults (e.g., van Compernolle, 2014), this study reveals that internalising a conceptual understanding of pragmatic phenomena in a foreign language is possible even for young language learners, thus contributing to knowledge about how learners come to understand pragmatic phenomena and how pragmatics can be taught with these age groups.
The Development and Validation of an Intercultural Competence Evaluation Instrument for Upper Secondary Foreign Language Teaching
Author: Schat, Esther
Date: 2021-00-00
Type: Journal Articles
Subjects: Intercultural Communication,Communicative Competence (Languages),Second Language Learning,Second Language Instruction,Factor Structure,Goodness of Fit,Evaluation Methods,Secondary School Students,Literature,Student Evaluation,Correlation,Measures (Individuals),Foreign Countries,Cultural Awareness,Questionnaires,Spanish,German,French,Item Analysis,Student Attitudes,Validity,Reliability

Intercultural competence is a crucial element of foreign language education, yet the multifaceted nature of this construct makes it inherently difficult to assess. Although several tools for evaluating intercultural competence currently exist, research on their use in secondary school settings is scarce. This study reports on the development and validation of an instrument intended specifically for use in foreign language literature education. To this end, tangible learning objectives for intercultural literary competence were developed based on five dimensions of intercultural communicative competence (Byram, 1997) and six categories of literary competence (Witte, 2008). These objectives were re-formulated for implementation in a student questionnaire. Using exploratory and confirmatory factor analysis, the construct validity of the instrument was investigated among a sample of 164 secondary school students in the upper forms (aged 16-19) of pre-university education in the Netherlands. Although the results supported the hypothesized two second-order factor structure, the model fit indices were less favourable compared to the fit indices of an alternative five first-order factor model. Subsequently, correlation and summability analyses were performed to test the reliability of the instrument. Future research and implications are discussed.
Assessment of Eighth Grade Students&apos; Domain-General Computational Thinking Skills
Author: Karalar, Halit
Date: 2021-08-00
Type: Journal Articles
Subjects: Student Evaluation,Grade 8,Middle School Students,Computation,Thinking Skills,Foreign Countries,Factor Analysis,Test Construction,Test Validity,Test Reliability,Gender Differences,Access to Computers

The aim of this study was to assess the domain-general CT skills of 8th grade students in Turkey. In the study, first, the domain-general CT scale was adapted to Turkish, and then relations of the CT skills with gender, computer possession, internet access, and programming experience were examined. This survey research was conducted with the 284 eighth grade students. The data were analyzed through confirmatory factor analysis, independent sample t-test and Pearson correlation test. The results of the confirmatory factor analysis and Cronbach alpha showed that the Turkish version of the domain-general CT scale was valid and reliable. T-test results showed no significant difference in the CT skills of the students according to gender, computer possession and internet access. A statistically significant difference in algorithm, evaluation, generalization, and general CT skills was found between students who learned programming and those who did not. Correlational tests revealed that there was a positive and significant relationship between the programming experience of students who learn programming and their CT skills. As students' programming experience increased, their CT skills also increased. The results of the research were discussed, and recommendations for policy-makers and implementers were included.
Examination of the Transitions between Modal Representations in Coding
Author: Abdüsselam, Mustafa Serkan
Date: 2021-08-00
Type: Journal Articles
Subjects: Undergraduate Students,Computer Science Education,Coding,Student Attitudes,Preservice Teachers,Mathematics Skills,Mathematical Concepts,Flow Charts

This study aims to determine the perceptions of undergraduates, who are receiving coding in a faculty of education, on modal representations employed in the teaching process and identify their transition skills between representations. The research used the quantitative research method, non-experimental design, and descriptive search models, calculating the obtained data frequencies by numerical analysis. The study was carried out with the participation of 58 undergraduates in the Computer and Instructional Technology Department of an education faculty in the 2018-2019 academic year. The representational skill-testing used in the study consists of 12 open-ended questions developed by the researchers. The reliability of the test was calculated as 0.96 with the Pearson product-moment correlation coefficient value. Transitions between the representation of mathematics, verbal, flowchart, and code were rankly listed in the test, which was applied in a single session. The obtained data were scored with a grading key and undergraduate achievement was assessed according to the transition between representations. The analysis has revealed that representation transition skills may differ from each other and that coding teaching, which takes into account these transition skills, should be carried out with flow chart, verbal, mathematical and ultimately code representations, respectively.
Examining Equity in an Elementary School Computer Science Intervention Using Component-Based Research
Author: Ferris, Kaitlyn A.
Date: 2021-08-00
Type: Journal Articles
Subjects: Equal Education,Computer Science Education,Elementary School Students,Intervention,Correlation,Outcomes of Education,Problem Based Learning,Teaching Methods,Comparative Analysis,School Districts,Educational Benefits,Social Differences,Teacher Attitudes,Teacher Characteristics,Student Characteristics,Lesson Plans,Administrator Attitudes

This article reports on implementation of a problem-based learning intervention developed with the intention of finding time for computer science (CS) in the elementary school day. This study investigated differences in effects on students in particular socio-demographic groups using a quasi-experimental design. We first provide an overview of the perennial problem of group differences or &quot;gaps&quot; in student outcomes. Then we illustrate how, using component-based research (CBR), we moved beyond the question of whether the intervention worked, to focus on which parts of the intervention worked, for &quot;whom,&quot; and under what &quot;conditions.&quot; Using hierarchical linear modeling, this study draws from a sample of 16 elementary schools with 321 teachers and 5791 students in Broward County, Florida, the sixth largest school system in the United States. This study complements a previous paper (Century, Ferris, Zuo, 2020), which examined associations between intervention components and student outcomes by investigating how outcomes differ for students in different socio-demographic groups and whether the presence of particular intervention components amplify or reduce differences. Through CBR, our work illustrates that CS interventions which may appear to benefit students overall, may be less beneficial or even detrimental to particular groups.
Use Hopscotch to Develop Positive Attitudes toward Programming for Elementary School Students
Author: Wang, Jiahui
Date: 2021-08-00
Type: Journal Articles
Subjects: Elementary School Students,Programming,Student Attitudes,Grade 4,Grade 5,Learning Activities,Coding,Educational Technology,Technology Uses in Education,Program Effectiveness

With the advancement in technology and the emphasis on computer science education, there has been a strong push for more widespread programming instruction at K-12 and higher education levels. Existing research has mostly focused on students at the secondary and post-secondary levels. Not much research has involved students at the elementary school age, which has been considered a critical age to cultivate an interest in programming. The current study aimed to investigate the effects of a block-based programming interface (e.g., Hopscotch) on elementary school students' attitudes toward programming. In this study, eighteen elementary school students in 4th-5th grades participated in a programming curriculum for about seven weeks in the US. A survey on attitudes toward programming was distributed before and after the curriculum, to explore the change in attitudes toward programming. Students' views about the block-based programming interface (e.g., Hopscotch) were also examined after the curricular activities. Students' activities in lessons and artifacts from the culminating project were observed. The findings indicated that elementary school students had positive views about programming in the block-based programming interface. Also, the block-based programming activities contributed to more positive attitudes toward programming. Implications and limitations of the study were discussed.
Electronic Portfolios: Research Site in Internet Spaces
Author: Zuba Prokopetz, Rita
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Internet,Doctoral Students,Masters Programs,Participant Observation,Foreign Countries,Blended Learning,Electronic Learning,Ethnography,Capstone Experiences,Affordances

In the mid-1990s with the birth of internet-based web technologies, ePortfolios emerged as a powerful tool in the institution of education. They are positioned within the online activities of courses and programs of universities, which are a subset of internet learning spaces. These interactions are located virtually on the internet and foster the development of various subcultures as demonstrated by graduate students completing their ePortfolio projects as a manifestation of internet culture. This paper reports on an ethnographic study conducted in three iterations of a capstone ePortfolio project course in a fully online post-secondary institution in western Canada. It also presents the interconnectedness of ePortfolios with the four constructs that underpinned my four years of online observation as a doctoral student in my role as a participant-observer of master's students in the final course of their program of studies. The findings based on the rich data collected on the perceived experiences of master's students offer stimulating discussion on the implications for future scholarship and research on ePortfolios as disruptive pedagogy for blended and online learning spaces.
Developing Student Agency: ePortfolio Reflections of Future Career among Aspiring Musicians
Author: Whitney, Ian
Date: 2021-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Electronic Publishing,Portfolios (Background Materials),Musicians,Music Education,College Students,Internship Programs,Scaffolding (Teaching Technique),Professional Identity,Foreign Countries,Student Attitudes,Professional Development

Career preparation has gained increasing prominence in higher music education as governments and students alike demand a stronger focus on workplace readiness. While the existing graduate metrics work well for professions which feature traditional, full-time jobs, the potential for such a linear career path is limited for graduate musicians by fierce competition for work and a labor market in which precarious work is the norm. Music graduates tend to experience a career-long portfolio of part-time, casual, and contract-based work within and outside the music industry. This article reports on an innovative internship program that engaged student musicians in an in-curricular intervention related to their career thinking. The program and its assessments purposefully placed students into authentic learning contexts where their musical skills and their understanding of being a professional were challenged and expanded. Using the examples of scaffolded assessment tasks including an ePortfolio and a presentation of on-the-job learning, the article highlights students' reflections on how the internship engaged their career thinking and how the ePortfolio process helped them to curate that thinking. Students reported that the combination of an ePortfolio and scaffolded career thinking assessments enabled them to realize the relevance of their learning tasks and to create clearer career connections. Implications for the use of ePortfolios within WIL (work integrated learning) are discussed.
Digital Ethics in ePortfolios: Developing Principles, Strategies, and Scenarios
Author: Cicchino, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Ethics,Information Security,Portfolios (Background Materials),Advisory Committees,Evidence Based Practice,Educational Technology,Models,International Cooperation,Organizations (Groups),Feedback (Response),Interdisciplinary Approach,Hypermedia,Futures (of Society)

In response to rising concerns about digital ethics in ePortfolio practice, the Association for Authentic, Experiential, Evidence-Based Learning (AAEEBL) created a Digital Ethics Task Force charged with researching and articulating research-based practices for ePortfolios. After year one, the Task Force released the Digital Ethics Principles in ePortfolios: Version 1. This article describes the process used to recruit Task Force members and develop the resulting principles. In using the Task Force as a model for international collaboration and digital composition, the final section of this paper identifies key takeaways for the field and proposes future opportunities for research in digital ethics and ePortfolio practice.
ePortfolios in Political Science: The Interplay between Independent Learning Space and Collective Knowledge Building
Author: Mihai, Alexandra
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Portfolio Assessment,Political Science,Blended Learning,Electronic Learning,Teacher Role,Instructional Design,Learning Experience,Technology Uses in Education,Evaluation Methods,Affordances,Technology Integration,Educational Benefits

Learning spaces are constantly being redesigned to provide students with engaging and effective learning experiences. ePortfolios enable a strong connection between independent learning and continuous teacher scaffolding and feedback. Research shows ePortfolios can facilitate deeper integrative learning, equipping students to start their careers. While these are among the main goals of teaching political science, very little research has been done on the use of ePortfolios in this discipline. By analyzing the role of the ePortfolio in a political science course, from both the teacher's and the students' perspectives, this article aims to bridge that gap and examine whether ePortfolios contribute to the emergence of a hybrid learning space, at the intersection of online and offline, individual and collective. Data gathered through various qualitative research methods confirms to a large extent the initial expectations regarding the value of this tool in studying political science. Nevertheless, while ePortfolios have the potential to transform the educational experience, our research highlights the crucial role of the teacher and the importance of learning design in creating a stimulating learning experience with the help of technology. Based on our findings, we develop an instructional model for using ePortfolios in political science in conjunction with other assessment methods.
Using ePortfolio for Team-Based Transformational Learning Experiences in a Health Education Course
Author: Whitmore, Corrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Electronic Publishing,Portfolios (Background Materials),Student Experience,Health Education,Cooperative Learning,Teaching Methods,Undergraduate Students,Self Efficacy,Instructional Effectiveness,Educational Change,Skill Development

High-impact educational practices, including team-based learning (TBL) and the use of ePortfolio technology, have been demonstrated to support student learning. This project used a mixed-methods, pre- and post-semester design to examine the combined effect of TBL and the use of team ePortfolios as collaborative workspaces in an upper-division, undergraduate Health Education: Theory and Practice course. Quantitative findings show that students experienced statistically significant increases in their health education competencies and confidence working as health educators, over the course of the semester. Qualitative findings illustrate that students found TBL and the use of a well-integrated ePortfolio effective in supporting their skill development as members of collaborative teams and future health educators. Together, these findings suggest that ePortfolios can be effectively used to create shared online workspaces, support TBL, and develop students' skills in many disciplines.
The Effects of School Belonging and Peer Influences on the Achievement of High School Immigrant Students
Author: Ordaz, Arnold Sánchez
Date: 2021-00-00
Type: Journal Articles
Subjects: Sense of Community,Peer Influence,Academic Achievement,High School Students,Immigrants,Grade Prediction,Longitudinal Studies,Predictor Variables,Asians,Mexicans,Minority Group Students

This study examines the effect of race/ethnicity, immigrant status and the role of school belonging on the academic achievement of Mexican, Filipino, and white students. We focus on school belonging and peer influences in concert with immigrant generational status and family income to predict students' academic achievement at the end of 9th grade. Using data from the High School Longitudinal Study of 2009 (HSLS:09), we examine the effects of school belonging as well as other student and school context factors for immigrant and non-immigrant students in secondary schools. Our findings show that school belonging is a statistically significant predictor of academic achievement, and this relationship differs for second-generation immigrant Filipino and Mexican-origin students. Our results indicate that establishing school environments that foster a strong sense of school belonging can help mitigate the academic disparities associated with students' ethnic background, immigrant generational status, and family socioeconomic status (SES) on their academic achievement.
It Is Not If, but When: Organizational and Leadership Recommendations for the Upcoming Demand for Expanded DL Programs and Their Articulation
Author: Muñoz-Muñoz, Eduardo R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Bilingual Education,Educational Development,Elementary Secondary Education,Urban Schools,Program Effectiveness,Articulation (Education),Prior Learning,Trust (Psychology),Leadership,Middle Schools,Teacher Collaboration,Faculty Development

Within a policy climate that is permissive to Dual Language (DL) programs in California and within the social context of the ongoing gentrification of those programs, this case study explored the leadership and organizational structures required to expand DL programs beyond the elementary years. We asked: (1) What organizational arrangements may favor educational success in expanded K-12 pathways? (2) What leadership moves promote the development of cohesion and coherence within and across DL programs? Data collection included interviews, focus groups, and classroom observations with administrators, teachers, parents and students across all 8 DL schools in a large urban school district in California. The primary organizational issues that impacted the program's success were a lack of articulation, a problematic DL middle school experience, weak relational trust, and an absence of professional learning and collaboration opportunities. In anticipation of an increased DL program demand, recommendations based on social justice and programmatic coherence are offered and discussed.
Design and Implementation of the Multi-Agent System in Education
Author: Hamal, Oussama
Date: 2021-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Learning Analytics,Computer Uses in Education,Classification,Comparative Analysis

Nowadays, AI is a real springboard for finding solutions to optimize and improve learning and teaching processes. This issue has been a focus of humanity for millennia, and very significant advances have been made in this quest. This article aims to address the issue of optimizing and improving learning and teaching processes through AI (Artificial Intelligence), considering crossroads of research fields AIED (Artificial Intelligence in Education), EDM (Educational Data Mining) and LA (Learning Analytic). The research made use of secondary data collected from previous research on the topic and primary data was collected using a case study. A comparative analysis was conducted and based on this opportunity, we propose a multi-agent system based on AI techniques, which is capable of performing broader analyses of learning and teaching processes. The research also implemented a prototype of EMAS. Through this system, teachers and learners will be able to access a wide range of relevant and reliable information about learning and teaching processes.