ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Self-Efficacy in the College Classroom: An Examination of Undergraduate Students' Reported Efficacy for Learning Tasks
Author: Conner, Timothy W., II
Date: 2011-02-00
Type: Speeches/Meeting Papers
Subjects: Self Efficacy,Undergraduate Study,Academic Achievement,Student Attitudes,Measures (Individuals),Student Surveys,Student Characteristics,Statistical Distributions,Student Motivation,Study Habits,Learning Strategies,Statistical Analysis,Predictor Variables

Self-efficacy is a personal belief in one's ability to accomplish particular tasks. Academic self-efficacy relates to one's belief in ability to accomplish learning activities. A convenient cluster sample (n = 105) of undergraduate students at a regional university in the midsouth was administered a survey that measured student academic self-efficacy and other student characteristics. This sample's SELF-A scores were nearly a standard deviation below the original sample. Freshman were more likely than sophomores or seniors to say they could not motivate themselves to keep good notes during a boring lecture, could not motivate themselves to do well on tests in which they felt depressed, and could not motivate themselves to study for an exam early enough to prevent cramming. A/B students were more likely to report keeping up with studying despite personal conflicts. Educators should structure instruction in ways that support development of increasing higher levels of self-efficacy to promote student belief of academic abilities.
College Student Disposition and Academic Self-Efficacy
Author: Conner, Timothy W., II
Date: 2012-11-00
Type: Speeches/Meeting Papers
Subjects: College Students,Academic Ability,Self Efficacy,Undergraduate Students,Goal Orientation,Personality Traits,Decision Making,Task Analysis,Measures (Individuals),Teaching Methods,Outcomes of Education,Positive Attitudes,Negative Attitudes,Questionnaires

Dispositional optimism is an adopted orientation in which one believes that goals will generally be attained and that tasks can generally be successfully completed, whereas pessimists orient toward less belief in successful task or goal completion. A related concept, individuals with high self-efficacy believe they will be successful at particular tasks. The type of self-efficacy related to learning tasks is termed &quot;Academic self-efficacy&quot; and it, along with generalized optimism/pessimism, appear to influence motivation and engagement decisions pertaining to completion of goal-oriented tasks. A cluster sample (n = 105) of undergraduate students at a regional university in the midsouth was administered two instruments. The 19-item &quot;Self-Efficacy for Learning Form--Abridged&quot; (SELF-A) was employed to gauge student academic self-efficacy. Participants also completed the Revised Life Orientation Test, an instrument designed to measure outcome expectancies and dispositional optimism/pessimism. Students that reported higher self-efficacy reported significantly lower pessimism whereas participants with reported lower self-efficacy displayed significantly higher levels of pessimism. Questions still remain, but educators desiring students to attain successful outcomes in class should employ instructional strategies that orient learners toward optimism and higher rates of self-efficacy. The following are appended: (1) Self-Efficacy for Learning Form (Self); and (2) Life Orientation Test-Revised.
Are College Students' Textbook Reading and Instructional Preferences Related to Their Self-Efficacy and Disposition?
Author: Skidmore, Ronald L.
Date: 2013-02-06
Type: Speeches/Meeting Papers
Subjects: College Students,Textbooks,Instructional Materials,Reading Motivation,Teaching Methods,Student Attitudes,Self Efficacy,Student Characteristics,Psychological Patterns,Positive Attitudes,Negative Attitudes,Student Surveys,Class Activities,Learning Strategies,Poverty,Measures (Individuals),Gender Differences,Educational Attainment,Grade Point Average

The purpose of this study was to investigate the relationship between academic self-efficacy, dispositional optimism/pessimism, and preferences regarding the use of text materials and in-class activities of college students at a university that serves one of the highest-poverty regions in the United States. A sample of 105 students was surveyed. Results indicated that sample students who had below-average self-efficacy were less likely to engage in learning strategies that would lead to academic success, such as reading the textbook assignments, but dispositional pessimism within self-efficacy groups seemed to be related to a higher likelihood of reading the text. Preferences for in-class instructional strategies differed depending upon students' self-efficacy and disposition. Results imply that a variety of instructional practices should be employed that would encourage all students to implement successful learning strategies. Three appendices include: (1) Textbook and Use of Class Time Survey; (2) Self-Efficacy for Learning Form (Self); and (3) Life Orientation Test-Revised. (Contains 20 tables.)
Mobile Digest of Education Statistics, 2013. NCES 2014-086
Author: Snyder, Thomas D.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Statistical Data,Elementary Education,Secondary Education,Preschool Education,Higher Education,Graduate Study,Data Collection,Data Analysis,Public Schools,Private Schools,Enrollment Trends,Kindergarten,Racial Differences,Ethnic Groups,Disabilities,Attendance Patterns,Enrollment Rate,Undergraduate Study,Elementary School Teachers,Secondary School Teachers,Teacher Salaries,Teacher Characteristics,College Faculty,Gender Differences,Public Colleges,Private Colleges,Reading Achievement,Mathematics Achievement,Science Achievement,Course Selection (Students),Graduates,Dropouts,Academic Degrees,Educational Attainment,Educational Finance,Expenditures,Income,Nonprofit Organizations,Costs,Student Financial Aid,Federal Aid

This is the first edition of the &quot;Mobile Digest of Education Statistics.&quot; This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The &quot;Mobile Digest&quot; is designed as an easy mobile reference for materials found in detail in the &quot;Digest of Education Statistics, 2013&quot;. The Digest includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The Digest includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2013&quot; (http://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are actual.
Graduation Rates for Selected Cohorts, 2005-10; and Student Financial Aid in Postsecondary Institutions, Academic Year 2012-13. First Look (Provisional Data). NCES 2014-105
Author: Ginder, Scott A.
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Postsecondary Education,Student Financial Aid,Surveys,Cohort Analysis,Geographic Location,Racial Differences,Ethnic Groups,Gender Differences,Public Colleges,Private Colleges,Two Year Colleges,Time to Degree,Educational Certificates,Costs,Scholarships,Grants,Institutional Characteristics,Undergraduate Students,Family Income

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This First Look presents findings from the provisional data of the IPEDS winter 2013-14 data collection, which included three survey components: (1) Graduation Rates (GR); (2) Graduation Rates 200 (GR200); and (3) Student Financial Aid (SFA). GR and GR200 present graduation rates for selected cohorts within 100, 150, and 200 percent of normal program completion time. SFA collects the number of undergraduate students awarded aid as well as the amount of the aid awarded to those students. Data for these components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014067. This First Look using IPEDS provisional data provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2014-15). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. The following are appended: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms.
A Review of the Literature: How Pre-Service Mathematics Teachers Develop Their Technological, Pedagogical, and Content Knowledge
Author: Yigit, Melike
Date: 2014-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Literature Reviews,Technology Uses in Education,Technological Literacy,Measures (Individuals)

In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers&apos; knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers&apos; (PSMTs) development of TPACK, and the review is limited to the peer reviewed articles published between 2005 and 2013 (February). The main purpose of this study is to investigate and analyze the articles in mathematics education research that have explored how PSMTs develop their TPACK and how their development impacts their future teaching of mathematics. Specifically, the literature review attempts to identify PSMTs&apos; development of the components of the TPACK framework, their perspectives for their future teaching, how their development of TPACK can be measured, and strategies to develop their TPACK. Findings show that PSMTs&apos; active involvement in technology-enhanced lessons or courses is the major strategy to develop their TPACK and to improve their future teaching of mathematics.
The Mathematical Experiences of Black Males in a Predominantly Black Urban Middle School and Community
Author: Davis, Julius
Date: 2014-07-00
Type: Journal Articles
Subjects: Males,African Americans,Mathematics Achievement,Mathematics Instruction,Urban Schools,Middle School Students,Secondary School Mathematics,Qualitative Research,Student Experience,Critical Theory,Race,Student Attitudes,Peer Influence,Family Influence,Racial Factors,Racial Identification,Cultural Influences,Teacher Influence,Ethnography,At Risk Students,Semi Structured Interviews,Observation,Documentation,Content Analysis,Structured Interviews,Data Analysis,Racial Bias

There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males' low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males' desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their lived realities and mathematics experiences.
A Program Based on Maslow's Hierarchy Helps Students in Trouble
Author: Yates, Mary Ruth
Date: 1980-06-00
Type: Journal Articles
Subjects: Nontraditional Education,Urban Schools,Secondary School Students,Behavior Problems,Self Concept,Educational Environment,Trust (Psychology),Interpersonal Relationship,Humor,Teacher Student Relationship,Student Needs,Feedback (Response),Expectation

The article discusses the development of an &quot;alternative school&quot; in an urban school system for students having trouble in the regular secondary setting. The program was based upon &quot;Maslow's Hierarchy of Needs&quot; and is described in detail. The initial assessment of the program produced very positive results.
Findings from the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). First Look. NCES 2015-109
Author: Mulligan, Gail M.
Date: 2014-11-00
Type: Reports - Research
Subjects: Kindergarten,Young Children,Elementary School Students,Family Characteristics,Student Characteristics,Poverty,Parent Background,Educational Attainment,Reading Achievement,Mathematics Achievement,Science Achievement,Scores,Student Evaluation,White Students,African American Students,Asian American Students,Hispanic American Students,Native Language,English

This report is intended to provide a snapshot of the children in the ECLS-K:2011 cohort who were in kindergarten for the first time in the 2010-11 school year and advanced to first grade in the following year. Information is presented on selected child and family characteristics, such as poverty status and parental education (table 1), obtained when the children were in kindergarten. Information is also provided on the children's achievement in reading (table 2), math (table 3), and science (table 4) in the fall and spring of first grade, both overall and by the selected kindergarten-year child and family characteristics. For brevity, the Selected Findings focus on achievement in the spring of the children's first-grade year. Findings include: (1) Approximately 87 percent were 5 years old (60 to 71 months) when they entered kindergarten for the first time, about 10 percent were age 6 or older, and approximately 3 percent were younger than age 5; (2) Approximately 22 percent lived in households with incomes below the federal poverty level in their kindergarten year; (3) About 8 percent had parents whose highest level of education was less than a high school diploma; about 19 percent had parents with a high school diploma or equivalent; about 36 percent had parents whose highest level of education was some college, an associate's degree, or career/technical education; and about 37 percent had parents whose highest level of education was a bachelor's degree or higher; (4) Assessment scores varied by age of entry into kindergarten; (5) In reading, math, and science, both White students and Asian students had higher average scores than either Black students or Hispanic students; (6) Scores in reading, math, and science all differed across the three income groups examined; (7) In reading, math, and science, assessment scores increased with parental education; (8) Assessment scores varied by family type, with students in two-parent households scoring higher in reading, math, and science than students in single-parent and other parent type households; and (9) Students with a primary home language of English scored higher in reading, math, and science than students with a non-English primary home language and students with multiple home languages. Appended are: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Evaluation of the Effects of Argumentation Based Science Teaching on 5th Grade Students' Conceptual Understanding of the Subjects Related to &quot;Matter and Change&quot;
Author: Çinar, Derya
Date: 2014-01-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Persuasive Discourse,Grade 5,Elementary School Students,Concept Formation,Scientific Concepts,Qualitative Research,Case Studies,Semi Structured Interviews,Misconceptions,Interviews,Concept Mapping,Science Experiments,Cartoons,Pretests Posttests,Foreign Countries,Worksheets,Elementary School Science

The aim of this study is to evaluate the effects of Argumentation Based Science Teaching on 5th grade students' conceptual understanding of the subjects related to &quot;Matter and Change&quot;. This research is a qualitative research and its design is a multiple (compare) case study. In this study, semi-structured interviews related to the concepts were conducted before and after the experimental period in order to assess students' conceptual understanding. The result of the study showed that students who have been trained with argumentation-based science teaching approach showed progress in conceptual understanding. In addition, it has been observed that students were able to explain these concepts with correct warrants and connect them with everyday life. An appendix presents (1) Introduction Activity (Turkish Version); (2) Introduction Activity (English Version); and (3) Turkish and English versions of 7 worksheets.
Investigating the Effect of Different Verbal Formats of Advance Organizers on Third Graders&apos; Understanding of Heat Transfer Concept
Author: Chuang, Hsueh-Hua
Date: 2014-01-00
Type: Journal Articles
Subjects: Educational Technology,Grade 3,Elementary School Students,Interaction,Concept Formation,Science Instruction,Scientific Concepts,Heat,Advance Organizers,Science Achievement,Oral Language,Written Language,Teaching Methods,Technology Uses in Education

The emergence of computer and multimedia technology change the forms of instructional materials and instructional design plays an important role on student learning outcome in multimedia learning. Research has found that using advance organizers has the potential for achieving learning objectives. Thus, this study investigated how using different forms (oral narration/onscreen text) of advance organizers (AOs) with different formats (oral narration/onscreen text) of learning content affected third graders&apos; learning on heat transfer concepts. A 2X2 design was employed and 126 third grade students participated in this study. It was found in the form of advance organizers that there was a significant interaction with the format of learning content on student post test performance. The form of AOs did not affect student performance when reading onscreen text content. Also, the format of the learning content did not influence student learning when using oral forms of AO. When using onscreen text as AO, it was found that students who read onscreen text content perform better than those who listen to oral narration content. Meanwhile, students who listened to the oral narration AO perform better than those who read the onscreen text AO before listening to the same oral narration learning content. It showed that processing message encoded in the same format in advance help learners later in processing information that was encoded in the same format. Detailed discussions on the findings are provided in this article.
The Development of Paranormal Belief Scale (PBS) for Science Education in the Context of Turkey
Author: Sen, Mehmet
Date: 2014-04-00
Type: Journal Articles
Subjects: Foreign Countries,Science Education,Scientific Attitudes,College Students,Factor Analysis,Correlation,Popular Culture,Measures (Individuals),Validity,Reliability,Likert Scales,Islam

Present study aims to translate and develop Paranormal Belief Questions (Rice, 2003) measuring students' non-scientific beliefs which threat science education. Original version of these questions was asked in Southern Focus Poll (1998). 17 questions about paranormal beliefs were administered to 114 university students from different departments. After translating and developing Paranormal Belief Questions into Turkish, factor analysis was conducted and paranormal beliefs were limited in two dimensions as classical paranormal beliefs and religious paranormal beliefs as parallel with original form. Déjà vu item that is not consistent with other paranormal beliefs was removed depending on the factor analysis. The results of the current study enable to differentiate scientific beliefs from non-scientific beliefs of students. By this way, science educators can benefit from this scale. The following are appended: (1) The Original Form of Paranormal Questions (Rice, 2003); and (2) The Turkish Version of Paranormal Scale.
Seventh Grade Students' Perceptions of Using Concept Cartoons in Science and Technology Course
Author: Sasmaz Ören, Fatma
Date: 2014-04-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Grade 7,Student Attitudes,Cartoons,Elementary School Students,Student Journals,Content Analysis,Scientific Concepts,Concept Formation,Qualitative Research,Phenomenology,Foreign Countries,Semi Structured Interviews,Physics,Motion

The aim of this study is to determine the efficiency of use of concept cartoons in elementary school 7th grade students Science and Technology course according to students' perceptions. In terms of this aim, the unit of &quot;Force and Motion&quot; has been taught by concept cartoons and at the end of this period, semi-structured interviews were carried out with 12 elementary school 7th grade students. The interviews have been carried out by giving the students opinion form and interviewing with each of them. Besides, students have kept journals for science and technology course for six weeks. In the study, while opinion form has been analyzed by content analysis, interviews and the student journals have been investigated by descriptive analysis. According to the results that have been attained, students have stated that it was the first time they have encountered concept cartoons and it is necessary to continue using this technique in science and technology course. In addition to this, students have stated that courses taught with concept cartoons are pleasant/enjoyable and there has been deep and long lasting learning. Based on these results, some suggestions have been given for the use of concept cartoons in science and technology courses as a learning technique. An appendix contains the opinion form used in the study and interview questions.
Positive Emotion in Nature as a Precursor to Learning
Author: Coleman, Tamara Chase
Date: 2014-07-00
Type: Journal Articles
Subjects: Attitude Measures,Adults,Emotional Response,Qualitative Research,Interviews,Learning Processes,Coding,Science Instruction,Informal Education,Natural Resources,Science Education

This study was designed to examine the perception of learning in adults generated by the effect of a positive emotion-in this case, awe. For the study, a working definition of awe is an &quot;impact-provoking reverence due to a powerful, positive emotional response to the natural world.&quot; This qualitative study used primarily face-to-face interviews. A total of 71 adults were interviewed and 113 interviews were conducted. These adults described an experience in which they felt impacted by awe and as a result perceived learning. Their descriptions were coded to determine context of the experience and what was learned. Of the participants, 98.6% perceived that learning occurred due to their powerful, emotional response to the nature experience they described. These findings extend the current research on informal and formal science learning, natural resource management, experiential education, and the study of emotions as experienced in nature.