ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognition and Self-Regulated Learning in Predicting University Students' Academic Achievement in Turkey
Author: Çetin, Baris
Date: 2017-04-00
Type: Journal Articles
Subjects: Metacognition,Academic Achievement,Foreign Countries,Grade Point Average,College Seniors,Measures (Individuals),Teacher Education,Elementary School Teachers,Scores,Correlation,Multiple Regression Analysis

The purpose of this study was to determine whether perceived levels of self-regulated learning and metacognition predicted the ultimate grade point average (GPA) attained by 206 female and 70 male college seniors (aged 21 to 27) finishing their elementary education teaching certification studies at a university in Turkey. Data regarding individual levels of metacognition were collected through the administration of the &quot;Metacognitive Skills Inventory for Adults&quot; (Schraw &amp; Dennison, 1994) and translated to Turkish by Ozcan (2007). A separate scale authored by Turan (2009) was administered to the same set of participants to obtain levels of perceived self-regulated learning. Findings indicated that students' self-regulated learning and metacognition total scores correlated with each other but neither scale was predictive of the students' GPAs at a significant level in the hypothesized positive direction. Interestingly, self-regulated learning scores were significantly related to GPA but in a negative direction.
Validity and Reliability Study of the Scale for Determining the Civic-Mindedness Levels of Teaching Staff
Author: Yesil, Rüstü
Date: 2017-04-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,College Faculty,Citizen Participation,Factor Analysis,Likert Scales,Correlation,College Students,Foreign Countries

The purpose of this study was to develop a valid and reliable scale that can be used in determining the civic-mindedness levels of teaching staff working at universities. The study group of the research consisted of 758 students, 256 of whom were male and 524 were female. The item list, which was based on the literature and expert opinions, was prepared for use after also being checked by linguists. The validity analysis of the scale for the data collected was performed with exploratory factor analysis and item-total correlation tests, while the property of reliability was determined using the Cronbach's alpha internal consistency coefficient and the stability test was carried out by determining the relationship between two applications conducted at an interval of the five weeks. The scale, which is called the &quot;Scale for Determining the Civic-Mindedness Levels of Individuals&quot; is a five-step Likert-type scale and consists of 27 items that can be collected under three factors. The factor names are &quot;Openness to Criticism/Development&quot;, &quot;Participation/Activeness&quot; and &quot;Lack of Prejudice/Flexibility&quot;. The KMO value of the scale was 0.956; and the Bartlett Test values were ?[superscript 2] = 11001.719; sd = 351; p&lt;0.000. Items in the scale accounted for 56.619% of the total variance. As a result of the confirmatory factor analysis, the ?[superscript 2] value was 808.07 and the degree of freedom was 321. ?[superscript 2] /df is 2.51. The fit indices of the scale were determined as RMSEA = 0.067; S-RMR = 0.049; NFI = 0.97. The item-total corrected correlation coefficients of the items in the scale varied between 0.40 and 0.703 (p&lt;0.01).
Patterns of Indigenous Learning: An Ethnographic Study on How Kindergartners Learn in Mana, Fiji
Author: Lee, Chih-Yih
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethnography,Kindergarten,Foreign Countries,Indigenous Populations,Young Children,Interviews,Observation,Handheld Devices,Educational Technology,Technology Uses in Education,Multiple Intelligences,Information Literacy,Media Literacy,Technological Literacy,Critical Thinking,Communication Skills,Cooperation,Skill Development,Self Management,Responsibility,Video Technology,Cultural Awareness,Qualitative Research

Technology has greatly impacted educational systems around the world, even in the most geographically isolated places. This study utilizes an ethnographic approach to examine the patterns of learning in a kindergarten in Mana, Fiji. Data comprised of interviews, observations and examination of related artifacts. The results provide baseline data for a larger study examining the evolution of learning patterns after iPads were introduced to the Mana school. Data were examined through two frameworks: Multiple Intelligence and 21st Century Skills during the baseline study; the same two frameworks will be utilized in the next round of data analysis. A comparative analysis will finally be conducted after the summer of 2015. Approval and support from three Fijian ministries was acquired for this study.
Education as an Ethical Concern in the Global Era
Author: Arnove, Robert
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethics,Global Approach,Freedom,Human Dignity,Educational Opportunities,Case Studies,Social Change,Social Influences,Educational Philosophy,Educational Practices,Praxis,Foreign Countries,Females

This article examines the issue of the ethical status of education, particularly as related to individual dignity and freedom. We select cases that have been described in fine detail by social science--the education of girls and the education of all children within counter-hegemonic movements. These cases involve issues of access to equitable and high quality education. Such issues arise when cultural norms and political exigencies place restrictions on who can attend various types of schools, if any, and when students cannot render their own judgments about particular worldviews espoused by their religious, cultural, and sociopolitical communities. We examine recently developed philosophical frameworks that can provide a reasonable respect for cultural traditions and the rights of individuals to shape their own destinies. Then we apply two such frameworks (Amartya Sen's and Martha Nussbaum's) to the cases and discuss the relative merits of each.
Engaging Underrepresented High School Students in Data Driven Storytelling: An Examination of Learning Experiences and Outcomes for a Cohort of Rising Seniors Enrolled in the Gaining Early Awareness and Readiness for Undergraduate Program (GEAR UP)
Author: Dierker, Lisa
Date: 2017-04-00
Type: Journal Articles
Subjects: High School Students,Disproportionate Representation,Story Telling,Data,Learning Experience,Outcomes of Education,College Readiness,Active Learning,Student Projects,Pretests Posttests,Student Surveys,Learner Engagement,High School Seniors,Data Analysis,Statistics,Student Characteristics

Background: Upward trends in data-oriented careers threaten to further increase the underrepresentation of both females and individuals from racial minority groups in programs focused on data analysis and applied statistics. To begin to develop the necessary skills for a data-oriented career, project-based learning seems the most promising given its focus on real-world activities that are aimed at engaging student interest and enthusiasm. Method: Using pre and post survey data, the present study examines student background characteristics, learning experiences and course outcomes for a cohort of 33 rising high school seniors involved in a two-week, accelerated version of a project-based data analysis and applied statistics curriculum. Results: On average, students rated the experience as rewarding and the vast majority (78.1%) felt that they had accomplished more than they had expected. Based on responses to both the pre and post course surveys, roughly half of the students reported increases in confidence in applied skills (i.e. developing a research question, managing data, choosing the correct statistical test, effectively presenting research results, and conducting a statistical analysis of data), while more than 80% reported increased confidence in writing code to run statistical analyses. Fully 84.4% of students reported interest in one or more follow-up courses with interest in computer programming being endorsed by the largest number of students (53.1%). Conclusions: These findings support previous research showing that real-world, project-based experiences afford the best hope for achieving the kind of analytic and statistical literacy necessary for meaningful engagement in research, problem solving and professional development.
Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education--Guest Editors' Introduction
Author: Kubow, Patricia K.
Date: 2015-00-00
Type: Journal Articles
Subjects: Global Approach,Educational Change,Postsecondary Education,Elementary Secondary Education,Comparative Education,International Education,Educational Research

The theme of this special issue of &quot;FIRE: Forum for International Research in Education&quot; is &quot;Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education&quot; based on the 2014 Midwestern Regional Conference of the Comparative and International Education Society (MCIES). The Comparative International Education Society (CIES) is an association of scholars within and outside of academia &quot;dedicated to increasing the understanding of educational issues, trends and policies through comparative, cross-cultural and international perspectives&quot; (CIES, 2015). In addition to its annual meeting, CIES supports regional conferences, which allow for scholarly engagement among colleagues in an intimate setting. The 2014 MCIES was held at Indiana University (IU), organized by graduate students in the School of Education, and supervised by Margaret Sutton. The Center for International Education, Development and Research (CIEDR) in the IU School of Education, directed by Patricia K. Kubow, served as a conference sponsor. In consultation with Justin Wild and A'ame Joslin, two graduate students who co-led the conference committee's outreach efforts, Kubow suggested curating a collection of research presented at the conference for a journal special issue, which &quot;FIRE&quot; generously agreed to support. This article introduces, and describes the contents of that special issue. The hope is that the pieces within will help readers to reexamine critically the dialogues on education, globalization, and culture in their efforts to reimagine the possibilities of internationalization in postsecondary and K-12 settings around the world.
Plans for Embedding ICTs into Teaching and Learning through a Large-Scale Secondary Education Reform in the Country of Georgia
Author: Richardson, Jayson W.
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Technology Integration,Information Technology,Secondary Education,Educational Change,Developing Nations,Instructional Design,Faculty Development,Educational Practices,Thinking Skills,Student Centered Learning,Program Descriptions,STEM Education,Pilot Projects,Educational Objectives

Integrating ICTs into international development projects is common. However, focusing on how ICTs support leading, teaching, and learning is often overlooked. This article describes a team's approach to technology integration into the design of a large-scale, five year, teacher and leader professional development project in the country of Georgia. The main goal of this project was to improve student outcomes via changing core pedagogical practices such as formative assessment, higher order thinking, and student-centered learning. In this article, we describe the background of the project, detail the country and sector context, the project team composition, the technological approach used in the development plan, and offer an analysis of how the proposed technology interventions push teachers and leaders to use technology to improve tasks and improve the teaching and learning experience.
The African Guide: One Year Impact and Outcomes from the Implementation of a School Mental Health Literacy Curriculum Resource in Tanzania
Author: Kutcher, Stanley
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Mental Health,Program Effectiveness,Curriculum,Knowledge Level,Teacher Surveys,Program Implementation,Health Promotion,Peer Teaching,Training,Help Seeking,Referral,Access to Health Care,Depression (Psychology),Attitude Change,Secondary Schools

Despite the need for improving mental health literacy (MHL) among young people in low- and middle-income countries little research is available. Schools are an ideal location in which to address mental health literacy. A Canadian school-based mental health literacy resource was adapted for application in sub-Saharan Africa called the African Guide (AG). The AG is a classroom ready curriculum resource addressing all aspects of mental health literacy. Herein we provide teacher reported activity impacts and MHL outcomes from the implementation of the AG in Tanzania. Following training, survey data addressing teacher reported AG impact and MHL outcomes was collected at three time points over a one year period. Over a period of one year, 32 teachers from 29 different schools reported that over: 4,600 students were taught MHL; 150 peer teachers were trained on the AG; 390 students approached teachers with a mental health concern; 450 students were referred to previously trained community care providers for diagnosis and treatment of Depression; and most students were considered to have demonstrated improved or very much improved knowledge, attitudes and help-seeking efficacy, with similar outcomes reported for teachers. Results of this study demonstrate a substantial positive impact on MHL related activities and outcomes for both students and teachers using the AG resource in Tanzania. Taken together with previously published research on enhancing MHL in both Malawi and Tanzania, if replicated in another setting, these results will provide additional support for the scale up of this intervention across sub-Saharan Africa.
Effects of Quercetin Supplementation on Lipid and Protein Metabolism after Classic Boxing Training
Author: Demirci, Nevzat
Date: 2017-04-00
Type: Journal Articles
Subjects: Metabolism,Athletics,Athletes,Physical Fitness,Males,Nutrition,Exercise Physiology,Foreign Countries,Experimental Groups,Control Groups,Biochemistry,Comparative Analysis,Pretests Posttests,Statistical Analysis

The metabolic fitness (MF) is a component of athletes' physical conditioning. This study aims to investigate the effects of quercetin supplementation on Turkish Junior athletes' lipid and protein metabolism relating to MF after one month classic boxing training. Totally 20 voluntary junior male athletes were separated into two equal groups as the experimental group (EG) and control group (CG). The participants were supplemented with 500 mg quercetin fifteen minutes before each workout in one month boxing training program. Blood samples during pre and post training were taken from athletes in order to determine metabolic fitness related parameters. Lipid profile contains low-density lipoprotein cholesterol (LDL-C), high-density lipoprotein cholesterol (HDL-C), trigliserid (TG), total cholesterol (TC) variables while protein metabolism includes the albumin, total protein, direct bilirubin and total bilirubin parameters. The Mann Whitney U analyzes were used for comparison of the means between experimental and control groups during pre and posttest and between pre and post test results in experimental and control groups. This study showed that EG had a similar physical characteristic with CG. There were significant decrease in TC and LDL-C and an increase in HDL-C in EG while there was only significant increase in HDL-C of in controls. A significant difference of HDL-C was observed between EG and CG during pretest. In other side, TC and LDL-C and HDL-C were significantly differentiated between EG and CG during posttest. Conclusion: it can be concluded that quercetin plays an important role on lipid metabolism not protein.
Investigating Consistency of Questions in Primary and Middle School Science Textbooks with Objectives in Science Curriculum
Author: Yaman, Süleyman
Date: 2017-04-00
Type: Journal Articles
Subjects: Textbooks,Science Instruction,Textbook Evaluation,Textbook Content,Qualitative Research,Statistical Analysis,Elementary Schools,Middle Schools,Grade 3,Grade 5,Grade 6,Questioning Techniques,Alignment (Education),Science Curriculum,Foreign Countries,Content Analysis

Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science textbooks, both qualitatively and quantitatively in terms of objectives of curriculum. 2,677 questions retrieved from primary school 3rd and middle school 5th and 6th grades textbooks were investigated comparatively in terms of their ratio across objectives in the curriculum, cognitive levels and types. According to the analysis, it was determined that there were differences between distributions of questions in the same and different grade level textbooks. It was also found that questions related to the objectives regarding input and processing skills were more than questions related to the objectives of output skills. Besides, it was observed that most of the questions in textbooks were aligned with traditional assessment and evaluation tools, and the ratio of the alternative type tools was found to be lower than the ratio of four different textbooks.
Reasons to Rethink the Use of Audio and Video Lectures in Online Courses
Author: Stetz, Thomas A.
Date: 2013-12-00
Type: Journal Articles
Subjects: Teaching Methods,Online Courses,Educational Technology,Technology Uses in Education,Audio Equipment,Video Technology,Lecture Method,Reading,Interaction,Accessibility (for Disabled),Cognitive Style,Reading Skills,Listening Skills,Repetition,Teacher Effectiveness,Instructional Effectiveness,Computer Software,Higher Education

Recent technological developments allow any instructor to create audio and video lectures for the use in online classes. However, it is questionable if it is worth the time and effort that faculty put into preparing those lectures. This paper presents thirteen factors that should be considered before preparing and using audio and video lectures in online classes. In addition, recommendations for when and how to use lectures in online classes are presented. [This paper was presented at the International Conference on Teaching and Learning (ICTL) (4th, Bangkok, Thailand, Nov 13-15, 2013).]
Role of Tuition Centers in the Performance and Achievement of Students: A Case of Hyderabad District, Sindh, Pakistan
Author: Sahito, Zafarullah
Date: 2017-04-00
Type: Journal Articles
Subjects: Foreign Countries,Program Effectiveness,Qualitative Research,Semi Structured Interviews,Student Attitudes,Grades (Scholastic),Knowledge Level,Coaching (Performance),Tutoring,Secondary School Students,Standardized Tests,Teaching Methods,Governance,Teacher Effectiveness,Educational Environment

This research is designed to explore the importance of tuition centers in the perception of students. It tries to find out the role, supporting methods, environment and good characteristics of tuition centers, their owners and management to support the student to learn effectively and bring good grades in their board examinations. A qualitative research method employed to collect data from the 30 participating students who receive tuition at different centers of Hyderabad district. Semi-structured interview protocol was design; discussed with five experts of field; improved as per suggestions of field experts; piloted on three students; and then implemented and conducted on the recruited sample of students of class Higher Secondary Certificate-II (XII) in order to collect data. The results revealed that the students who receive tuition at different centers bring good grades in their examination and have suitable knowledge about their subjects taught at centers. Their previous grades were found good and attractive such as A-1 and A with more than 80% and 70% marks respectively, due to coaching received at tuition centers that time, reveled from experiences shared by students.
Potential Effects of Teaching Strategies on Students' Academic Performance under a Trump Administration
Author: Guirguis, Ruth
Date: 2017-04-00
Type: Journal Articles
Subjects: Teaching Methods,Academic Achievement,Teacher Effectiveness,Meta Analysis,Team Teaching,Metacognition,Problem Solving,Mastery Learning,Reciprocal Teaching,Public Officials,Political Attitudes,Presidents,Inclusion,Special Education,Public Schools

The purpose of this meta-analysis was to explore in detail the research by Hattie (2009) in order to then re-examine it through a new lens and better understand the research and possible bias. For this study, the unit of analysis were the studies used in Hattie (2009). The criteria for inclusion were based on strategies currently implemented in NYS public school systems. Specifically, Goals, Behavioral Organizer/Advances, Mastery Learning, Meta-Cognitive Strategies, Matching Style of Learning, Teaching Strategies, Reciprocal Strategies, Comprehensive Teaching, Co-Teaching/ Team Teaching, Problem-Solving Teaching for the purpose of Teacher Preparation. These variables were further examined to determine if they may be affected should a movement towards privatizing education in NYS take effect under a Trump administration. Effect sizes, standard error, common language effect and the number of studies were used in combination to construct a forest plot with weighted effect size. A scree plot was developed to illustrate the level of precision found in this data set and a funnel plot was used to determine both precision and the existence of potential bias. Discussion on these effective teaching strategies under a new administration is broadly discussed.
What Shapes Policy Formation in China? A Study of National Student Nutrition Policies
Author: Liu, Ji
Date: 2015-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Policy,Public Policy,Policy Formation,Nutrition,Content Analysis,Global Approach,Social Theories,Poverty,Donors,International Cooperation,Rural Areas,Urban Areas,Health Programs,Statistical Analysis

This article juxtaposes &quot;world culture&quot; and &quot;policy borrowing and lending&quot; literatures to understand policy formation in China. Through reviewing China's student nutrition policy evolution since the International Conference on Nutrition in 1992 to the launch of China's landmark national rural student nutrition program in 2011, I examine what the key explanations to the policy developments in China were. This paper analyzes both quantitative and qualitative data from the MOE, State Council, and media sources, and draws on policy documents, scholarly publications, civil society activities, and international aid flows. Findings show that although neither &quot;world culture&quot; nor &quot;policy borrowing and lending&quot; frameworks could fully explain the case in China, local actors became increasingly active in student nutrition, as suggested by &quot;world culture theory,&quot; even when local conditions such as rural-urban poverty gaps were decreasing. In addition, the lack of international aid alignment and domestic politics may have led to the decoupling in policy and practice for China's student nutrition agenda.