ethanporcaro/eric-fulltext-meta huggingface dataset:
On Using Generosity to Combat Unreliability
Author: Benton, Tom
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Reliability,Grades (Scholastic),Student Evaluation,Academic Standards,Grading,Accuracy,Risk Management

Assessment reliability can be affected by various types of unforeseen events. In any such circumstances where a concern is raised that the reliability of assessment is lower than usual, our natural inclination is to allow extra leniency in grading to reduce the chances of students missing out on a grade they deserve. This article shows how, by focusing on the risk for individual students, we might logically approach this situation in deciding exactly how much additional generosity is required. In particular, it shows how making progress with this problem requires an acceptance that no assessment system is perfect and transparency about the level of reliability that is achievable. Having developed an approach, this article also shows how this may lead to different outcomes than the competing desire to maintain assessment standards so that the group of students in question are not unfairly advantaged relative to previous and future cohorts.
Investigation of Career Adaptability According to Conflict Activity Styles
Author: Balkan, Kemal
Date: 2021-00-00
Type: Journal Articles
Subjects: Vocational Adjustment,Preservice Teachers,Foreign Countries,Cognitive Style,Conflict Resolution,Correlation,Student Characteristics

Purpose: This study aimed to investigate the relationship between teacher candidates' conflict activity styles and career adaptability. It also investigates whether conflict activity styles and career adaptability levels differ according to demographic variables. Research Methods: The research population consisted of 451 teacher candidates in a university in the west region of Turkey. The research was structured as a quantitative research model. The correlation method and the descriptive method were used together. Data was collected by the Career Futures Inventory Scale's Career Adaptability subscale (CFI-CA), Conflict Activity Styles Inventory (CASI), and a personal information form. The data was analysed using Independent Samples T-Test, a One-Way ANOVA, and Pearson's Correlation Coefficient (p&lt;0.05). Findings: Results show that teacher candidates' career adaptabilities correlate with their conflict activity styles at a statistically significant level. Career adaptability decreases when avoidant and compulsive actions are preferred during conflicts. Whereas career adaptability increases when mediator, facilitator, and resisting styles are preferred in conflicts. Implications for Research and Practice: Implications of the findings and limitations of the study are discussed.
Promoting Climate-Friendly Actions of High School Students: A Case from Turkey
Author: Yildirim Tasti, Ozlem
Date: 2021-00-00
Type: Journal Articles
Subjects: Extracurricular Activities,High School Students,Clubs,Student Behavior,Conservation (Environment),Ecology,Climate,Information Dissemination,Intervention,Foreign Countries,Knowledge Level,Student Attitudes

Purpose: This study aimed to evaluate a case in which various extracurricular activities were implemented to promote high school students' climate-friendly actions. Research Methods: This study's case was the Green Team Student Club, in which 18 high school students engaged voluntarily in different types of extracurricular activities during student club hours throughout two school semesters. Data were collected through in-depth semi-structured interviews, observations, and document analysis of the student tasks. Findings: Findings revealed that the students explicitly displayed climate-friendly behaviours such as developing strategies for reducing the carbon footprint of their school, becoming conscious energy and water consumers, and informing other people about climate change while they developed action competence through knowledge-construction (attending interactive seminars, field visits, etc.), dissemination of knowledge (preparing posters, writing articles for the school journal, etc.), and experiencing action (calculating the carbon footprint of the school and developing strategies to reduce the carbon footprint of the school, etc.). Implications for Research and Practice: While the results may provide insights for teachers and school principals about integrating extracurricular activities within the schooling process, policymakers can also use them in planning to create climate-friendly educational settings.
Unmeasured Confounding and Racial or Ethnic Disparities in Disability Identification
Author: Morgan, Paul L.
Date: 2021-06-00
Type: Journal Articles
Subjects: Minority Group Students,African American Students,Hispanic American Students,White Students,Racial Bias,Disability Identification,At Risk Students,Disproportionate Representation,Educational Policy,Special Education,Student Characteristics,Students with Disabilities,Correlation,Educational Legislation,Federal Legislation

Students who are Black or Hispanic are now reported to be less likely to be identified as having disabilities than similarly situated students who are White. Although repeatedly replicated, this finding is often characterized as in error. I use a new statistical technique, the E-value, to quantify the likelihood that unmeasured confounding explains observed associations between race or ethnicity and disability identification. Results based on calculations across three population-based studies using extensive statistical controls suggest that unmeasured confounding is an unlikely explanation for the observed associations. Unmeasured confounding that would result in levels of overidentification consistent with federal law and regulation is especially unlikely.
Using Frustration on Awareness to Assist Counseling Students in Succeeding with Their Online Curriculum
Author: Kaufmann, Daniel
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Counselor Training,Graduate Students,Electronic Learning,Online Courses,Game Based Learning,Video Games,Skill Development,Expectation,Student Reaction,Academic Achievement

Online education alters the expectation for graduate-level engagement in relation to classroom engagement and student evaluation. Whereas the process of achieving a graduate degree in counseling has historically required learners engage in self-exploration, ethical and moral development, and reviewing contemporary research topics in counseling, online learners may experience a different process in their journey through completing task after task of counseling related coursework. It is also common for people in situations of expected personal growth to experience frustration when faced with their inability to overcome a given task upon exhausting a reasonable amount of effort per said task. Due to this task-based focus of many online counseling programs, student growth and the ensuing frustrations, along with avenues for alleviating such frustrations, may come from courses of triumph more commonly observed in other electronic media vastly different than would be expected in higher education experiences: the play of video games. This study explores the contrast between the experience of and response to frustration for students in online counselor education programs, traditional/classroom-based counselor education, and players of online video games to better understand student-consumer expectations for achieving success in adverse scenarios.
The Effects of the Group Guidance Program on the Couple Burnout, Occupational Burnout and Work Engagement Levels of Fathers with Children with a Diagnosis of Autism Spectrum Disorders
Author: Guler, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Burnout,Fathers,Children,Autism,Pervasive Developmental Disorders,Family Environment,Marital Satisfaction,Job Satisfaction,Intervention,Program Effectiveness,Group Counseling,Foreign Countries,Employee Attitudes,Child Rearing,Stress Management,Social Support Groups,Coping

Purpose: The present study aims to examine to what extent the group guidance program affects the levels of couple burnout, occupational burnout and work engagement of fathers with children with autism spectrum disorder (ASD). Research Methods: In this research, a random pattern with a pre-test post-test control group in a quasi-experimental design was used. The research group of this study consisted of 22 fathers whose children attended the Education Foundation in a provincial center in Central Anatolia and volunteered to participate in the group work. With the random assignment method, 11 fathers were assigned to the experimental group and 11 fathers to the control group. The Couple Burnout Measure-Short Version (CBMS), the Burnout Measure-Short Version (BMS), the Utrecht Work Engagement Scale (UWES) and the Personal Information Form designed by the researcher were used as the data collection tools in this study. A group guidance program of 10 sessions, once a week for ten weeks, was applied to the experimental group. Shapiro-Wilk test was used in data analysis, and the Levene test was used to test the homogeneity of variances. The pre-test and post-test scores of the fathers in the experimental and control groups were compared with the t-test for dependent and independent groups. Findings: As a result of the analysis of the data, there was a significant difference between pre-test and post-test mean scores of both couple burnout and occupational burnout, while there was no significant difference between work engagement post-test and pre-test mean scores. Implications for Research and Practice: Since it has been determined that the group guidance program is effective in reducing couple and occupational burnout scores of fathers with children with ASD, this program may be useful to be implemented by psychological counselors. In addition, group psychological counseling activities using psychological intervention strategies for parents can be conducted.
The Impact of Matching Learning-Teaching Styles on Students&apos; Academic Achievement
Author: Karatas, Erinç
Date: 2021-00-00
Type: Journal Articles
Subjects: Cognitive Style,Teaching Styles,Academic Achievement,Instructional Effectiveness,Individual Differences,College Students

Purpose: The primary aim of the current study is to identify whether there is a significant difference between students' academic achievements and the matching of students' learning styles to the teaching styles of their instructors. Research Methods: This research was designed as a survey study and employing the quantitative research methodology. The participants consisted of 479 students enrolled in a course titled &quot;Introduction to Computers&quot;. The Grasha-Riechmann Learning Styles and Teaching Style Inventories were used to identify the students' dominant learning styles and instructors' dominant teaching styles. Findings: In direction of the data analyzed with means, frequencies, t-test, and one way ANOVA; there was a statistically significant difference between the students' achievement scores and teaching styles [F(3-475)= 11.112, p&lt;0.01], conversely there was no statistically significant difference with learning styles [F(4-474)= 0.473, p=0.755]. There was no statistically significant difference between matching teaching and learning styles and students' achievement scores [t(477)=0.714, p&gt;0.05]. Implications for Research and Practice: The findings of the study showed that the students' achievement scores did not change significantly according to their learning styles; A significant difference was found between the students' achievements and the matching between the instructors' teaching style and the students' learning style. The scope of future studies could be expanded to a greater number of instructors. Considering that the measuring tool is based on the American education system, learning/teaching style inventories adapted to the national culture could be developed.
Turkish First-Time Supervisees&apos; Counseling Self-Efficacy
Author: Meydan, Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Supervisors,Self Efficacy,Supervisory Methods,Counseling,Counselor Educators,Counselor Training,Supervisor Supervisee Relationship

Purpose: Supervision has been the subject of considerable research in Turkey in recent years. However, the role of supervisory styles and evaluation within supervision on first-time supervisees' counseling self-efficacy (CSE) has not been examined yet in Turkey, which has remained under-researched. Therefore, the present study sought to investigate the role of supervisory styles and evaluation within supervision on first-time supervisees' CSE levels. Method: In this study, participants consisted of 330 first-time supervisees enrolled in Counseling and Guidance Undergraduate Programs at seven public universities in Turkey. Counselor Activity Self-Efficacy Scales, Supervisory Styles Inventory, Evaluation Process within Supervision Inventory and a demographic information form were used to collect data. Findings: The results of the stepwise multiple regression analysis demonstrated that goal setting significantly predicted CSE levels of first-time supervisees and alone accounted for approximately 12% of the total variance while attractive supervisory style, interpersonally sensitive supervisory style, task-oriented supervisory style and feedback did not. Implications for Research and Practice: It is suggested that supervisors should adopt various supervisory styles instead of adopting one dominant supervisory style to strengthen CSE in accordance with supervisees' supervisory needs and expectations. Concerning evaluation within supervision, supervisors should pay much more attention to establish mutual supervisory goals with first-time supervisees in the beginning phases of supervision. Regarding feedback, there is a considerable need for understanding supervisees' feedback expectations from supervisors. Therefore, it is believed that this study will lead researchers to further research involving different variables and using various research methods.
Just-in-Time Teaching (JiTT) for Cybersecurity Courses
Author: Saleh, Mohamad
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Security,Instructional Effectiveness,STEM Education,Active Learning,Blended Learning,College Students

Having a clear teaching strategy is vital when it comes to improving students' retention and preserving their knowledge. Various general teaching approaches have been incorporated into the classrooms as ways of improving teaching and student learning. Some of these approaches proved to be effective and some are ineffective. In this study, I discuss another teaching approach called &quot;Just-in-Time Teaching (JiTT).&quot; In this approach, I try to keep a balance between in-class and out-of-class time. I am not just relying on watching short videos before class time and doing activities during class time. With the JiTT approach, I am also including short warm-up questions to be answered and replied to by students prior coming to class each week. The main goal of these warm-up questions is to address any misconceptions they have and try to resolve them during class before it is absorbed into the student's mind.
Multiple Intelligences and Motivating College Students with Disabilities
Author: Stevens, Brian
Date: 2020-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Student Motivation,Students with Disabilities,College Students,Teaching Methods,College Faculty,Instructional Improvement,Educational Benefits,Research Reports,Access to Education

This reflective paper attempts to frame Multiple Intelligence Theory in the context of motivating college students with disabilities with the intent that actionable steps can be taken by a postsecondary instructor to improve teaching methods for the benefit of all of their students. The discussion focuses on the literature review but also incorporates professional experiences before proposing the conclusions. The implications for postsecondary instructors are discussed, and recommendations for future research are also included.
Teaching Geometry with Different Activities to Investigate the Students&apos; Perceptions, Attitudes and Self-Efficacies
Author: Özyildirim Gümüs, Feride
Date: 2021-00-00
Type: Journal Articles
Subjects: Geometry,Mathematics Instruction,Student Attitudes,Self Efficacy,Grade 7,Learning Activities,Teaching Methods,Geometric Concepts,Mathematics Anxiety,Value Judgment,Instructional Effectiveness,Grade 6,Elementary School Students

The aim of this study is to determine the effect of activity-enriched geometry teaching methods on elementary school students' perceptions, attitudes and self-efficacy towards geometry. In this context, the mixed method was determined to be the research design. Within the scope of the study, a training process was carried out with 22 students who had completed sixth grade and started seventh grade. As a result of the study, where qualitative and quantitative data collection tools were used, it was concluded that there were positive developments in students' perceptions and self-efficacies, but their attitudes did not change by the end of the training process.
Preschool Teachers&apos; Views on In-Class Science Activities with Minority Children
Author: Simsar, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Preschool Education,Preschool Children,Teacher Attitudes,Science Activities,Refugees,Minority Group Students,Language Usage,Interpersonal Communication,Student Interests,Science Process Skills,Language Skills,Teaching Methods,Foreign Countries,Science Instruction

This article focuses on preschool teachers' views on in-class science activities with Syrian refugee children. Studies concerning science teaching with bilingual children have issues about language and communication. In this study, data were collected by using 9 semi-structured open-ended questions. The case study method was used as research design, and the preschool teachers (N=58) working in Kilis, which is one of the effected cities by Syrian immigration were selected for data collection. Content analysis was used for the data analysis process. The results showed that language and communication is one of the significant issues in class. However, results also showed that Syrian children are more interested in animals and plants and have good observation skills. The teachers stated that they mostly used experimenting in class due to the children's scientific language skills. The study highlighted in-class presentations and discussions while teaching science with Syrian refugee children.
Teaching How to Achieve an Achievement Culture in a K-12 Teacher Education University Program
Author: Portugal, Lisa Marie
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Teacher Education Programs,Elementary Secondary Education,Program Effectiveness,Organizational Culture,Organizational Communication,Institutional Mission,Student Diversity,Virtual Universities,Learner Engagement,Learning Strategies,Educational Environment,Leadership Styles,Partnerships in Education,Educational Innovation

This article examines effective instructional strategies for K-12 teacher education in an online university setting with a diverse, global student population enrolled in a K-12 teacher education program. Student learning can be constructed with three distinct design features that provide a framework for an instructional vision and direction for the university. The three factors of organizational culture relevant to student achievement include (1) learning engagement strategies, (2) learning experience strategies, and (3) the learning environment. In alignment with these three organizational factors are three cultural learning factors identified as (1) sociality, (2) communication, and (3) cultural heritage. Further three cultural leadership strategies are also discussed and include (1) the Participatory Leadership model, (2) continuously improve student outcomes with partnering, and (3) innovation practices. From this shared mission, vision, and values statements can be developed.
From the Frontlines: Perceptions of Paraprofessionals&apos; Roles and Responsibilities
Author: Mason, Rose A.
Date: 2021-05-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Special Education,Students with Disabilities,Public Schools,Training,Responsibility,Educational Needs,Teacher Role,Supervision,Barriers,Self Efficacy,Special Education Teachers,Competence,Severity (of Disability),Urban Schools,Elementary Schools

The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators' self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues.
The University Staff Experience of Using a Virtual Learning Environment as a Platform for E-Learning
Author: Molotsi, Abueng
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Teaching Experience,Web Based Instruction,Educational Environment,Distance Education,Foreign Countries,Teacher Attitudes,Open Education,Online Courses

Numerous open distance electronic learning (ODeL) institutions have embraced a virtual learning environment as a platform to facilitate e-learning. Although ODeL institutions have embarked on the use of a virtual learning environment (VLE), there is still a need to rethink e-learning processes to make content delivery exciting and interactive. The purpose of this study was to explore the experience of university staff using a VLE to study online courses. The use of VLE enhances content delivery, and university staff must embrace a new interactive learning environment to be on par with peers globally. The connectivism theory was adopted as a guiding framework to explore the staff experiences of a VLE. The use of VLE enhances content delivery and university staff have no choice but to embrace a new interactive learning environment to be on par with peers globally. As this study was empirical, a qualitative approach was used to sample seven staff members who studied e-courses using a VLE. This study was conducted at the University of South Africa (UNISA) which was a natural setting. The participants accessed the VLE within UNISA in their offices to share information with classmates globally. Data were gathered through an open-ended questionnaire. The thematical analysis was applied for analysis. Trustworthiness in this study was credibly maintained through member checking of each participant to confirm whether the information tallied with what transpired during the collection of data. The main research question that guided the gathering of data was: &quot;What are the university staff members' perceptions of the use of a VLE?&quot; The findings revealed that VLE was an enabler of content delivery as it is not bound to a specific time and place but can be accessed anytime and anywhere. It may be concluded that the use of VLE helped to develop the participants' digital skills and motivated them to design online learning courses. It is recommended that university staff be empowered to use other VLE interactive tools, to promote participation and engagement among the students, because VLE is not bound to a specific time frame or location.