ethanporcaro/eric-fulltext-meta huggingface dataset:
The Differential Effect of Perspective-Taking Ability on Profiles of Cooperative Behaviours and Learning Outcomes
Author: Mouw, Jolien M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Perspective Taking,Social Cognition,Cooperative Learning,Outcomes of Education,Elementary School Students,Grade 5,Preadolescents,Predictor Variables,Group Dynamics,Behavior Patterns,Individual Differences,Reading Comprehension,Foreign Countries

The present study aims to provide a systematic understanding of how perspective-taking ability contributes to primary-school students' cooperative behaviours and learning outcomes. The present study is frontline as we combined person-oriented (e.g., describing patterns of behaviours based on individual characteristics), process-oriented (e.g., examining factors affecting the quality of cooperative behaviours), and effect-oriented (e.g., examining the effect of cooperative learning on individual learning outcomes) analytical approaches within one research framework. In addition, we adhered to the multi-dimensional nature of perspective-taking ability and differentiated between social and cognitive perspective-taking ability while taking into account the contribution of perspective-taking ability at both the individual level and group level (i.e., heterogeneous and homogeneous perspective-taking ability groups) to cooperative behaviour profiles and learning outcomes of primary-school children. Based on transcribed episodes of interaction of 115 fifth-grade students, four different profiles of cooperative behaviours were discerned: captains, hard workers, switchers, and passive participants. We found that these profiles are related to perspective taking conceptualized at the group level, but not to individual-level perspective-taking ability. Profile membership, cognitive perspective-taking ability, and group-level perspective-taking ability could not predict students' learning outcomes. Social perspective-taking ability and reading comprehension did positively predict learning outcomes. Our findings add to existing knowledge as they suggest that the influence of perspective-taking ability on cooperative behaviours and learning outcomes is susceptible to the conceptualization (i.e., cognitive vs. social) and measurement level (i.e., individual vs. group level) of perspective-taking ability.
Uncovering Patterns in Collaborative Interactions via Cluster Analysis of Museum Exhibit Logfiles
Author: Jorion, Natalie
Date: 2020-00-00
Type: Journal Articles
Subjects: Museums,Exhibits,Data Analysis,Cooperation,Video Technology,Informal Education,Visualization,Group Dynamics,Classification,Maps,Heat,Trend Analysis,Goal Orientation,Achievement Need,Interaction Process Analysis,Game Based Learning,Factor Analysis

A driving factor in designing interactive museum exhibits to support simultaneous users is that visitors learn from one another via observation and conversation. Researchers typically analyze such collaborative interactions among museumgoers through manual coding of live- or video-recorded exhibit use. We sought to determine how log data from an interactive multi-user exhibit could indicate patterns in visitor interactions that could shed light on informal collaborative learning. We characterized patterns from log data generated by an interactive tangible tabletop exhibit using factors like &quot;pace of activity&quot; and the timing of &quot;success events.&quot; Here we describe processes for parsing and visualizing log data and explore what these processes revealed about individual and group interactions with interactive museum exhibits. Using clustering techniques to categorize museumgoer behavior and heat maps to visualize patterns in the log data, we found distinct trends in how users solved the exhibit. Some players seemed more reflective, while others seemed more achievement oriented. We also found that the most productive sessions occurred when players occupied all four areas of the table, suggesting that the activity design had the desired outcome of promoting collaborative activity.
Ensuring Content Validity of Psychological and Educational Tests -- The Role of Experts
Author: Beck, Klaus
Date: 2020-00-00
Type: Journal Articles
Subjects: Content Validity,Psychological Testing,Educational Testing,Student Evaluation,Test Construction,Expertise,Interrater Reliability,Test Items,Standards,Evaluation Criteria,Meta Analysis

Many test developers try to ensure the content validity of their tests by having external experts review the items, e.g. in terms of relevance, difficulty, or clarity. Although this approach is widely accepted, a closer look reveals several pitfalls need to be avoided if experts' advice is to be truly helpful. The purpose of this paper is to exemplarily describe and critically analyse widespread practices of involving experts to ensure the content validity of tests. First, I offer a classification of tasks that experts are given by test developers, as reported on in the respective literature. Second, taking an exploratory approach by means of a qualitative meta-analysis, I review a sample of reports on test development (N = 72) to identify the common current procedures for selecting and consulting experts. Results indicate that often the choice of experts seems to be somewhat arbitrary, the questions posed to experts lack precision, and the methods used to evaluate experts' feedback are questionable. Third, given these findings I explore in more depth what prerequisites are necessary for their contributions to be useful in ensuring the content validity of tests. Main results are (i) that test developers, contrary to some practice, should not ask for information that they can reliably ascertain themselves (&quot;truth-apt statements&quot;). (ii) Average values from the answers of the experts which are often calculated rarely provide reliable information about the quality of test items or a test. (iii) Making judgements about some aspects of the quality of test items (e.g. comprehensibility, plausibility of distractors) could lead experts to unreliable speculations. (iv)When several experts respond by giving incompatible or even contradictory answers, there is almost always no criterion enabling a decision between them. In conclusion, explicit guidelines on this matter need to be elaborated and standardised (above all, by the AERA, APA, and NCME &quot;Standards&quot;).
An Action-Theoretical Approach to the Happy Victimizer Pattern -- Exploring the Role of Moral Disengagement Strategies on the Way to Action
Author: Heinrichs, Karin
Date: 2020-00-00
Type: Journal Articles
Subjects: Moral Values,Decision Making,Victims,Bullying,Psychological Patterns,Intention,Attribution Theory,Emotional Response,Adults,College Students,Foreign Countries

Research in moral education demonstrates the pattern referred to as happy victimising (HV) does not emerge only among children. Adults also transgress moral rules and might feel good doing so; however, research reveals the HV pattern emergence is context specific. In contrast to findings among young children in whom the HV pattern was interpreted as a lack of motivation and thus a developmental stage, it is an open question as to what happy victimising in adulthood means and how such patterns affect intentions as an important step towards action. This paper offers an action-theoretical approach, allowing for reconstruction of the process of intention formation, as well as a systematic discussion of results from two separate lines of research: (1) research on patterns of moral decision-making, such as the HV, and (2) research on moral disengagement. Additionally, a survey study provides insights into what intentions, emotion attributions, and moral disengagement strategies adults display in situations of low moral intensity, and whether they indicate consistent or contradictory patterns across situations. Results indicate intra-personal consistency regarding patterns of moral decision-making, but also show there are participants who vary these patterns across situations. Moral disengagement strategies were shown to have context-specific use, at least in regard to their subcategories. Regarding education, this study encourages not only a focus on strengthening the moral self or autonomous moral judgement but also on paying attention to actions and person-situation interactions. This might be useful to implement environments that support reduced application of moral disengagement strategies.
Happy Victimizing in Emerging Adulthood: Reconstruction of a Developmental Phenomenon?
Author: Gutzwiller-Helfenfinger, Eveline
Date: 2020-00-00
Type: Journal Articles
Subjects: Victims,Adults,Moral Values,Moral Development,Psychological Patterns,Developmentally Appropriate Practices,Cognitive Processes,Attribution Theory,Value Judgment,Preservice Teachers,Foreign Countries

This study contributes to a developmental approach focusing on emotions as being of key significance in explaining the Happy Victimizer pattern (HV pattern) among adults. Based on findings from our own research on moral emotions within the Happy Victimizer paradigm, we claim that a purely cognitive approach to explain the HV is overly narrow. Instead, we argue that emotion attributions serve as a source for moral motivation. By identifying new dimensions (i.e., deontic judgment; own action choice; self-constructed emotion attributions) to explain the complexity of moral functioning in emerging adulthood, the current study contributes to a theoretical and methodological framework that integrates both cognitive and emotional processes to bridge the gap between moral thought, emotion, and action with the aim of fostering moral learning across the lifespan.
The Effect of Horticultural Program with Life Contexts on the Cognitive Function of the Elderly in Taiwan
Author: Wu, Ya-Ling
Date: 2020-00-00
Type: Journal Articles
Subjects: Horticulture,Cognitive Ability,Older Adults,Learning Motivation,Program Effectiveness,Therapy,Recall (Psychology),Experience,Agricultural Occupations,Health Promotion,Foreign Countries,Cognitive Tests

Based on the reminiscence therapy, the research aimed to develop the horticultural program with life contexts for the elderly in southern Taiwan, and to explore the effect on overall cognitive function of the elderly. The participants were 17 seniors in one community care center. The research adopted quasi-experimental research of one group pre-test and post-test design of time series, and data were collected by questionnaire surveys and semi-structured interviews. The objective of the program was to maintain cognitive function of the elderly. Twelve activities of the program were implemented once a week and 2 hours for each activity. The program included manual activity, group activity, and outdoor planting activity. The program content was based on farming experience of the elderly and integrated with diverse cognitive function trainings. It was found that the program showed immediate effect and two-week delay effect on promoting overall cognitive function of the elderly. Also, the elderly obtained new planting experience and their learning motivation was enhanced. Additionally, because of integrating with life contexts, the program was meaningful and encouraged the elderly to be engaged in the activities and recall the past. In the process, the elderly enjoyed the exchange of horticulture and life experience.
Black Lives Matter, Intersectionality, and LGBTQ Rights NOW
Author: Perry, Monique
Date: 2020-00-00
Type: Journal Articles
Subjects: LGBTQ People,African Americans,Civil Rights,Activism,Social Bias,Social Justice,Racial Bias,Educational Environment,Equal Education,Signs,Verbal Communication,Speech Communication,Feminism,Holistic Approach

This article is a reflective piece that draws from local experience, historical, and educational literature. I argue the ways in which intersectionality can support analyses in the local uprisings for the Black Lives Matter movement in Philadelphia. Some uprisings, focused on anti-Black state violence linkages to schools and approaches to education. Toward this goal, this article explores how as a normative theory and analytical approach, &quot;intersectionality&quot; can strengthen aims for LGBTQ rights and educational equity.
Students&apos; Observed Engagement in Lessons, Instructional Activities, and Learning Experiences
Author: Heemskerk, Christina Hubertina Helena Maria
Date: 2020-00-00
Type: Journal Articles
Subjects: Observation,Learner Engagement,Learning Activities,Learning Experience,Elementary School Students,Grade 4,Grade 5,Student Behavior,Psychological Patterns,Cognitive Processes,Foreign Countries,Measurement Techniques

In order to expand previous intraindividual studies of student engagement we investigated students' observed engagement (i.e., on- and off-task behaviour), instructional activities (i.e., teacher-led whole class, individual work, pair-work, student-teacher interaction, assessment, and &quot;other&quot;), and self-reported learning experiences (cognitive engagement, difficulty, competence, emotional engagement, positive and negative emotions), within lessons during one calendar week. Eighteen fourth and fifth grade target students (M[subscript age]=10.1, SD=0.44) were observed every 30 sec during two to four lessons each day for five school days (engagement and instructional activities), on average 66.05 times per lesson (SD=19.16, Range=15-80, n[subscript obs]=14,994) between 9-18 lessons during a week. Simultaneously, students provided 1-3 electronic questionnaire self-reports per lesson (M[subscript self_report]=35.1, SD=12.6, Range=19-52, n[subscript self_report]=631). We regressed observed engagement (0 = off-task, 1 = on-task) on self-reported learning experiences using 3-level (time-points nested in lessons, nested in students) Bayesian logistic regression models in &quot;brms.&quot; Observed engagement diminished during lessons, and was predicted by higher cognitive engagement, and instructional activities. As compared to teacher-led instruction, engagement was higher during individual tasks, teacher-supported tasks, and assessments. Overall self-reported and observed engagement within lessons converged, supporting their use in intraindividual research.
Re-Imagining Professional Learning in a Time of Social Isolation: Storytelling as a Tool for Healing and Professional Growth
Author: Colket, Laura
Date: 2020-00-00
Type: Journal Articles
Subjects: Faculty Development,Social Isolation,Story Telling,COVID-19,Pandemics,Teaching Methods,Learning Processes,Computer Simulation,Professional Isolation,Foreign Countries,Kindergarten,Elementary Secondary Education

This article highlights the power of storytelling as a tool for professional learning for educators and educational leaders, particularly during this time of intense social isolation. Storytelling not only offers opportunities for healing, growth and community building, but also guides and supports educators in creating more equitable spaces for teaching and learning, in the midst of this pandemic and beyond. This article is connected to a virtual storytelling space through the Center for Research on Storytelling in Education, where readers are invited to share their stories of teaching, learning and leading throughout the COVID-19 crisis.
Finding Hope, Healing and Liberation beyond COVID-19 within a Context of Captivity and Carcerality
Author: Montes, Iván Rosales
Date: 2020-00-00
Type: Journal Articles
Subjects: Creativity,Pandemics,COVID-19,Learning Processes,Ideology,Power Structure,Principals,Administrator Attitudes,Personal Narratives,Track System (Education),Distance Education,Instructional Leadership,School Closing,Teaching Methods,Administrator Role,Hispanic Americans,Elementary Secondary Education

We live in a country with a long history of settler colonialism and we understand that our educational institutions, structures, and ideologies are part of that history. Our perceptions as educators of how students learn and how we should lead can be grounded in implicit biases that may dehumanize learners and perpetuate systems of oppression. Using the &quot;testimonio&quot; of two site principals in New York and California within a broader practitioner research framework we explore the manifestations of captivity, carcerality, and COVID-19 in our lived realities. As educators we are in part complicit in the tracking and creating a vantage point where our students are being seen. We experience tensions. We are committed to our educational &quot;responsibilities to love and serve our students and community&quot; and not allow ourselves the privilege of ignoring, of acting like the racializing of our community does not affect us.
Embodied Learning and Community Resilience
Author: Badaki, OreOluwa
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Human Body,Resilience (Psychology),Distance Education,Electronic Learning,High School Students,Personal Narratives,Food,Critical Literacy,COVID-19,Pandemics

This piece considers the role of the physical body in learning, as we navigate the intricacies of social distancing and virtual schooling. It asks what happens when we consider the body as text? What might we discover about how different bodies experience our current reality? How might these questions help educators learn from and support communities especially affected by the systems of inequity made even more apparent at this critical moment? To respond to these questions, I center the voice of Desa (pseudonym), a high school student with whom I worked during the past year of fieldwork at a youth internship program for a local community garden and farm. One experience Desa shared with me has helped to ground and deepen my inquiry into the ways in which food, in particular, can be a lens through which we can better understand embodied learning and community resilience. With her permission, I share her stories, and the thinking they inspired, with you.
Analysis of the Relationship between Digital Game Playing Motivation and Physical Activity
Author: Güler, Mehmet Sirin
Date: 2020-07-00
Type: Journal Articles
Subjects: Correlation,Computer Games,Motivation,Physical Activity Level,Leisure Time,Early Adolescents,Age Differences,Gender Differences,Educational Attainment,Parent Background,Grade 5,Grade 6,Grade 7,Grade 8

Participation of children in physical activity has decreased and the interest in digital games has increased in recent years as a result of development of internet and technological devices. This research has been done in order to determine the motivation of elementary school students for participating in physical activity and digital game motivation. The study group of the research consists of 379 students (197 female students, 182 male students). In the research, &quot;Digital Game Playing Motivation Scale (DGPMS)&quot; and &quot;Physical Activity and Leisure Motivation Scale (PALMS)&quot; have been used as data collection tools. Kolmogorov Smirnov Test has been used for normality distribution of data. T-Test and ANOVA test have been used for independent samples. In the study, the total physical activity average of primary school students is 56.98 ± 10.79. This average indicates that the sample's physical activity level is high (49-64). On the other hand, the level of digital game play is moderate with an average of 56.73 ± 10.90. Physical activity level has showed significant difference according to age, gender, success, daily digital game play time and daily physical activity level (p &lt; 0.05). Daily digital game scores have showed a significant difference according to age and class level (p &lt; 0.05). A statistically significant and positive correlation has been found between the individual curiosity factor of physical activity motivation and the social acceptance factor of curiosity and digital game motivation (r = 0.104; p &lt; 0.05). In conclusions: Results of regression analysis has proved that age, success, daily digital playing time and daily physical activity levels have significantly contribution to the motivation of physical activity (p &lt; 0.05). These results display that playing daily digital games significantly affects physical activity motivation.
The Voice of Asian American Youth: What Goes Untold
Author: Setiawan, Owen
Date: 2020-00-00
Type: Journal Articles
Subjects: Asian Americans,Racial Attitudes,Experience,COVID-19,Pandemics,Racial Discrimination,High School Students,Psychological Patterns,Racial Bias,Racial Relations

This piece follows the recent and prolonged struggles of Asian American youth in the United States highlighting key points surrounding recent events in 2020. The purpose of this piece is to highlight the voices, experiences, and opinions of Asian American youth during this time. This piece is based on Asian American youth primarily in the Philadelphia and surrounding areas. It serves as a reflection of the discontent and fear that many Asian Americans are feeling right now. The piece is based upon the COVID-19 pandemic as well as fighting discrimination on a unified front. At a time where many people are speaking out against the discrimination that they have faced, it is important to unite and share our voices. This piece is meant to be a collection of the many voices yet to be heard.
Beyond Words: Reimagining Education through Art and Activism
Author: Monea, Bethany
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Art,Activism,Social Problems,Social Justice,Educational Change,Equal Education,Social Bias,Racial Bias,Code Switching (Language),Disproportionate Representation

The COVID-19 pandemic has once again revealed the urgent need to address ongoing injustices at every level of U.S. society. In this article, we combine visual art, research, and storytelling to discuss the need for such systemic change within schools, specifically focusing on the effects of discrimination against students who speak languages other than English. The authors draw on their own lived experiences, research, and artistic expression to make an argument for turning to creative, arts-based practices and diverse linguistic and cultural representation within classrooms and curriculum. The authors' reflections and artistic contributions demonstrate the importance of using the arts to validate, embrace, and learn from the fullness of students' creative, critical, and linguistic repertoire in the fight for justice within and beyond schools.
Explaining Happy Victimizing in Adulthood -- A Cognitive and Economic Approach
Author: Minnameier, Gerhard
Date: 2020-00-00
Type: Journal Articles
Subjects: Victims,Moral Values,Decision Making,Developmental Stages,Motivation,Game Theory,Norms,Inferences,Helping Relationship

While acknowledging the phenomenon of &quot;happy victimizing&quot; (HV), the classical explanation is questioned and challenged. HV is typically explained by a lack of moral motivation (MM) that is thought to develop in late childhood and adolescence. Apart from empirical evidence for widespread HV in adulthood, there are also strong theoretical arguments against the classical explanation. Firstly, there are arguments against the coherence of the very concept of MM. Secondly, while the classical explanation focuses on internal drivers (in the sense of MM), the one proposed in the present paper focuses on the patterns of interaction. Accordingly, HV may depend less on internalised values and individual motivation (whether in terms of moral internalism or moral externalism), and more on the &quot;rules of the game&quot; that are established in social interaction (or not). On this account, HV appears where higher order moral rules are not established and cannot be established, either due the circumstances or due to the unwillingness (or incapability) to play by the rules of these higher order games (where &quot;games&quot; are to be understood in the game-theoretic sense). The ordinary one-shot prisoners' dilemma is a case in point. It precludes promise-giving as well as other higher order moral regimes, but instead forces the agents into a conflict of interest, where everyone has to mind their own business. Moreover, claiming that all players have to pursue their own self-interest, can be understood as moral rule of its own.