ethanporcaro/eric-fulltext-meta huggingface dataset:
Global Pattern of Extended Education and Its Impact on Educational Outcomes: The Case of Science Education
Author: Bae, Sang Hoon
Date: 2019-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Science Education,After School Programs,Access to Education,Comparative Education,Science Achievement,Achievement Tests,Foreign Countries,Secondary School Students,International Assessment,Study,Time Management,STEM Education,Supplementary Education,Adolescents,Developed Nations,Developing Nations,Tutoring,Science Activities,Clubs

Science education as a part of STEM education is becoming important not only for the future success of the individual but also for the economic development of the nation. This study explores the global pattern of extended education and its impact on learning outcomes in the area of science. First, the study found substantial national differences in access to afterschool science programs. Children and youth in developing countries generally lack opportunities to learn science after school, which was found to predict PISA 2015 science achievement in this study. The study suggests that inequality in extended education among countries requires urgent attention, as does inequality within countries. Second, the study found a negative relationship between additional study time for science and PISA science performance at the national level. Regarding this finding, it is speculated that the content of learning during additional study time differs from that of higher-order learning experiences measured by the PISA science test. The result may also be explained by the argument that the purpose of additional afterschool study is usually remedial lessons and/or test preparation. This cross-national research will provide insights to policy makers who intend to find global patterns in extended education, develop policy direction at the global level, and offer advice to national governments.
Leisure-Time Activities Including Children with Special Needs: A Research Overview
Author: Lundbäck, Birgitta
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Leisure Time,Children,Disabilities,Recreational Activities,Special Needs Students,After School Programs,Elementary School Students,Preschool Children,Students with Disabilities,At Risk Students,Low Income Students,Student Needs,Cooperation

In Sweden and the other Scandinavian countries children are offered a curricular based combination of care and teaching before and after compulsory school hours. These leisure time centers, so-called &quot;fritidshem,&quot; are offered to children aged between 6 and 12 whose parents' study or work, as well as to children that require special development support. The aim of this systematic literature review was to investigate how similar activities are described in international research. The focus was on children aged 6-12 who have been assessed to need special support. The initial step in this literature survey was the reading of 108 abstracts from academic articles. The second step included 21 articles that were read in their entirety. Fourteen of them met the sampling criteria and were included in the result section. The Nordic model combines care and curricular activities before and after compulsory school hours. In other countries activities taking place after school hours are separated into activities meeting children's need of care and activities supplementing school. Another result that became clear in this research is the need of further studies to map pre- and after-school activities where children are simultaneously offered development support and care, with special focus on children in need of extra support.
Results of an Exploratory Analysis of PISA 2015 Survey of Student Participation in Outside-School-Time Programs
Author: Suter, Larry E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Achievement Tests,International Assessment,Secondary School Students,Self Efficacy,Correlation,Study,Student Motivation,Homework,Science Achievement,Mathematics Achievement,Attendance,Adolescents,Student Participation,Student Characteristics,Achievement Need,Time Management

The Program for International Student Assessment (PISA) by the OECD measures student study time during formal school periods and during periods of out-of-school-time (OST). The purpose of these items is to account for differences in country to country achievement levels. However, analyses of the impact of additional study time on student achievement have produced conflicting results across countries. While more time given to a school subject within formal school is positively related to achievement in that topic, more time spent on OST is negatively related to average achievement between and within countries. The paper proposes a reconceptualization of OST and achievement by integrating theoretical frameworks of study time, student abilities, and student feelings of efficacy. The results of a descriptive and conceptual analysis of a set of new survey items in the 2015 PISA for 22 countries shows that students benefit from additional study time by having increased feelings of efficacy in a school subject (such as science) but not in measurable levels of achievement. While country to country levels OST participation rates are different, the patterns of relationships between OST participation, student achievement, and attitudes are similar.
The After-School Program Collaboration Quality Index (CQI): Results of a Validation Study
Author: Jutzi, Michelle
Date: 2019-00-00
Type: Journal Articles
Subjects: After School Programs,Program Effectiveness,Psychometrics,Foreign Countries,Teacher Attitudes,Construct Validity,Professional Personnel,School Personnel,Educational Cooperation

There has been a surge in the demand for the establishment of high-quality after-school programs (ASP) predicated on professional collaboration between in-school and after-school educators (OECD, 2014). In this validation study, we outline the psychometric properties of the Collaboration Quality Index (CQI) comprised of four predominant scales, using data collected from 44 Swiss ASPs and 266 ASP staff members. Internal and external validity findings, as well as bivariate correlations, indicated that the CQI is able to measure specific aspects of professional collaboration that are not accounted for with traditional and stand-alone measurement scales. ASP policy-makers and practitioners are encouraged to utilize the CQI to assess ASPs and use the results to make evidenced-based decisions for improvement.
The Effect of Utilization of Extended Education Offerings and of Their Quality on Reading Achievement at Open-Attendance All-Day Schools
Author: von Allmen, Benjamin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Schedules,Elementary School Students,Educational Quality,Reading Achievement,Program Effectiveness,Correlation,Language Usage,Family Environment,Socioeconomic Status,Extended School Day,Student Participation,Grade 1,Grade 2,Predictor Variables,Cognitive Ability,Gender Differences

This paper investigates the effect of primary school students' utilization of extended education offerings and of the quality of extended education on reading achievement in the German-speaking part of Switzerland. All-day schools are being set up. Among other reasons, as a means to level the increasing scholastic demands in the primary schools. In this context, it is expected that students' utilization of extended education will have a positive impact on their reading achievement. The authors analyzed data on 1,002 students from the longitudinal 'EduCare-TaSe: All-Day School and School Success?' study. Extended education offerings did not have a general effect on reading achievement. There was also no compensatory effect regarding the language spoken at home or socioeconomic status. However, the quality of extended education offerings had a positive effect on reading achievement in students with long-term utilization of extended education offerings.
The Effect of Technology-Supported Inquiry-Based Learning in Science Education: Action Research
Author: Koyunlu Unlu, Zeynep
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Instructional Effectiveness,Technology Integration,Science Education,Educational Technology,Science Achievement,Science Process Skills,Problem Solving,Middle School Students,Foreign Countries,Student Attitudes,Teacher Attitudes,Skill Development

The general aim of this action research was to offer ways of making science and technology education more effective and solving problems in the related field. The specific purpose was to determine how inquiry-based learning supported by instructional technologies improves students' achievement and develops their scientific inquiry skills. Taking into consideration the literature and the interest areas of the researchers, the inquiry-based 5E instructional model was embedded in a new framework of 4W questions (&quot;What will I learn?&quot;, &quot;Why will I learn?&quot;, &quot;With what will I learn?&quot;, and &quot;What have I learned?&quot;) and supported by instructional technologies involving specific stages with standard applications for solving problems. The implementation was carried out at the seventh-grade level in a Turkish middle school in a semester. The participants were a researcher-teacher and six students (two girls, four boys). According to the results, the students' science achievement and scientific process skills developed. This implementation effectively addressed students' affective learning areas, such as their attitudes, motivation, sense of responsibility, and values in relation to the learning environment. It is hoped that the results of this research will offer insights for researchers and practitioners.
The Digital Story of Science: Experiences of Pre-Service Science Teachers
Author: Seckin Kapucu, Munise
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Information Technology,Story Telling,Student Attitudes,Scientific Concepts,Foreign Countries,Student Journals,Knowledge Level,Scientists,Biographies,Science Education

The purpose of the study is examination of the quality of digital stories developed by pre-service science teachers and deeply investigating pre-service teachers' experiences related to scientific concepts, the characteristics of scientific knowledge and the ways of reaching scientific knowledge in the stages of exploration, storytelling and digitalization. A case study design is used in the research. Criterion sampling was used from the purposeful sampling methods. The research was carried out with the 3th year 36 pre-service teachers who study at a public university in Turkey during the fall semester of 2018-2019. Rubric for Evaluation of Digital Stories, semi-structured reflection form and digital diaries form developed by researchers were used for data collection. Content analysis technique was applied to analyze the reflections and dairies, and the digital stories prepared by the participants were evaluated using the &quot;Digital Storytelling in Educational Context Rubric&quot; (DSECR) form. According to the findings, most of the digital stories prepared by pre-service science teachers were at high quality level. Participants stated that they used scientific concepts in their digital stories and transferred the characteristics of scientific knowledge to digital environment and scenarios. Additionally, science teachers' experience of preparing digital stories supported 21st century skills.
Preschool Children&apos;s Science Motivation and Process Skills during Inquiry-Based STEM Activities
Author: Dilek, Hasan
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Active Learning,Inquiry,STEM Education,Science Activities,Science Process Skills,Student Motivation,Engineering,Design,Foreign Countries,Public Schools,Cooperative Learning,Family Environment,Preschool Education,Scientific Attitudes

STEM is an educational practice to integrate science, mathematics, engineering, and technology within the formal and informal context and it provides practical opportunities for the child to make sense of the world holistically. Moreover, the most important benefit of STEM activities for children, including engineering design, is to improve or support children's science and mathematics skills and social-emotional development. In this study, therefore, it was aimed to investigate children's science motivation as well as their usage of scientific process skills during inquiry-based STEM activities including engineering designs. Fourteen 5/6-years-old children included in the study and classroom observations, pre and post interviews were conducted to collect rich data. The findings revealed that children frequently engaged in STEM activities by employing at least one of the science process skills and they used engineering thinking apart from the science process skills. Moreover, following inquiry-based STEM activities, children have recognized science as an area of activity, and there have been positive changes in their motivation towards science.
Pre-Service Science Teachers&apos; Learning and Teaching Experiences with Digital Games: KODU Game Lab
Author: Uluay, Gulsah
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Teaching Methods,Electronic Learning,Video Games,Computer Games,Design,Technology Uses in Education,Foreign Countries,Pretests Posttests,Technology Integration,Computer Software

The aim of this paper is to introduce Kodu Game Lab to pre-service science teachers through a method course based on MAGDAIRE framework and prepare them to design their own digital games. In accordance with this purpose, key factors towards using digital games in classroom are also observed. Convergent parallel design that is a type of mix method research design was used in this study. This study is performed with a total of 18 pre-service teachers (PSTs) who were senior students in a teacher education program of a public university in Turkey. PSTs voluntarily formed six groups and designed their own digital games collaboratively based on DGBL-ID Model. Technical Proficiency of Kodu Skills Test (TPKS-T), rubrics for group and personal assessment and observation form were used to collect data. According to analyses of data collected with TPKS-T, post-test mean of PSTs is significantly higher than their pre-test means. Findings of rubrics showed that PSTs' determined performance levels are directly proportionate to practices. Also, findings obtained with observation form are promoted this result. It can be suggested that knowledge and skills, pedagogical beliefs and culture have an effect on integrating digital games into learning process.
How Do For-Profit Colleges and Universities Maintain Enrolment Rates to Continue Their Financial Health
Author: Dos Santos, Luis Miguel
Date: 2020-00-00
Type: Journal Articles
Subjects: Enrollment Rate,Enrollment Management,Strategic Planning,Proprietary Schools,College Administration,Nursing Education,Distance Education,Electronic Learning,Educational Finance,Student Recruitment,Nontraditional Students,Employment Practices,Tenure

For-profit, post-secondary institutions significantly increased in numbers within the last two decades. In the United States, many for-profit colleges and universities offer distance-learning-based and self-paced-based academic and vocational programs from certificate to doctoral degree level to non-traditional, returning, evening and adult students who cannot enrol at one of the on-campus, day-time programs for traditionally-aged and full-time students. A large number of for-profit colleges and universities employ different strategies to maintain effective numbers of student enrolment and collect enough budget for financial health. This literature paper explains the overview of for-profit colleges and universities in the United States including donation and income sources, enrolment management, employment management and customer-oriented service with the question of how for-profit colleges and universities can survive in the current, rapidly changing environment containing many different competitors. The literature review also provides a brief section about how nursing programs at the for-profit colleges and universities continue their operation in the current financial and educational environment.
Readiness of Understanding the Arabic Term in Usul Fiqh
Author: Kamis, Mohd Sham
Date: 2020-00-00
Type: Journal Articles
Subjects: Semitic Languages,Universities,Islam,Religious Education,Foreign Countries,Language Usage,Graduate Students,Undergraduate Students,Reading Comprehension,Second Language Learning,Second Language Instruction

This study aims to investigate the level of Arabic Language comprehension among students of Faculty of Islamic Studies (FPI) in Universiti Kebangsaan Malaysia (UKM), Bangi, Malaysia in understanding the ten-term of Usul Fiqh. This study based on word-level of easy and complexity of 248 students regarding issues of the ten terms in the perspective of readiness in understanding the ten-term of Usul Fiqh. Apart from that, this article examined the students' academic performance in understanding the word of Usul Fiqh that related to the use of Arabic Language knowledge. The present study employed a quantitative-qualitative approach to obtain the data. The data were collected via questionnaire and interview from students of postgraduate and undergraduate of FPI, UKM. Firstly, the investigators of this article employed quantitative design to identify the level of students' readiness in understanding the ten-term of Arabic words in Usul Fiqh. Secondly, for depth study, the investigators prefer using qualitative design to explore three individual's readiness among students of FPI in understanding the ten-term of the Arabic words in Usul Fiqh. The result of the finding indicates all students required Arabic Language reading skills to comprehend the word of Usul Fiqh in learning Islamic Studies in their lesson.
Using Digital Games in Technology Oriented STEM Education: The Examination of the Students&apos; Game Designs
Author: Donmez, Ismail
Date: 2020-00-00
Type: Journal Articles
Subjects: Computer Games,Video Games,STEM Education,Design,Foreign Countries,Violence,Color,Gender Differences,Human Body,Secondary School Students,Content Analysis

The purpose of this research is to examine the contents of the representations that students used while producing digital games in the scope of STEM education. The descriptive survey model among the other quantitative research methods has been used. Within the scope of this purpose, 300 games from the competition arranged throughout Turkey with the name of ''I encode my game'' have been examined in terms of different variables. Checklists were created by the researchers to analyze the data. In these checklists, mental structures (abstract, concrete, mixed and simple content), the use of violent content, the characters, the subject of the game, the type of points, the dominant colors were examined. Findings show that boys were more interested in the game production process than girls while the counselors were all females. it has been found that students intensively used concrete elements and gave more importance to the educational technologies such as educational-instructional games and quiz shows. Students used human figures, animals, objects and fantasy characters as the protagonists in their games. As for the representation of the human figures, it is seen that the proportions of boys and girls were equal. Digital games in technology-oriented STEM education promote students to join the production process on a large scale. At further researches, it is thought that providing students with educational content like game encoding is highly important.
Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL Learners
Author: Madzlan, Noor Alhusna
Date: 2020-00-00
Type: Journal Articles
Subjects: Public Speaking,English (Second Language),Video Technology,Educational Technology,Anxiety,Teaching Methods,Computer Mediated Communication,Web Sites,Program Effectiveness,College Students,Second Language Learning,Foreign Countries

Speaking ability is one of the integral language components in English language acquisition. This ability is a challenging one to master for ESL learners, as it involves several linguistic and nonlinguistic features in presenting ideas and it is frequently associated with anxiety. Public speaking anxiety is a common issue faced by students learning a second language. Feelings such as stage fright and nervousness could contribute to their anxiety in communicating using the target language. Additionally, the classroom environment, the presence of the instructor and peer pressure could also be factors which pose a threat for students, particularly in public speaking settings. The present study aims to investigate whether public speaking anxiety can be alleviated through the use of online platforms and/ or video blogs. The creation of personal video blogs could potentially help learners by providing a safe and non-threatening learning environment in which to practise their public speaking skills. This study also aims to identify the factors that influence the use of video blogs as a public speaking platform. A mixed-method approach is designed to examine the effects of using video blogs. A set of questionnaires and semi-structured interviews were applied to groups of tertiary level ESL learners. Quantitative and qualitative approaches to data analysis were carried out and the results indicate that the use of video blogs does bring significant positive outcomes in reducing public speaking anxiety among ESL learners.
Case Studies in ESP Course Development: Medical English for Turkmen and Mexican Medical Specialists
Author: Staley, Kendra
Date: 2020-00-00
Type: Journal Articles
Subjects: Case Studies,English for Special Purposes,Medicine,Student Motivation,Professional Development,Physicians,Educational Benefits,Second Language Learning,Second Language Instruction,Physician Patient Relationship,Nurses,Patients,Interpersonal Communication,Mexicans,Foreign Countries,Specialists,Course Descriptions,Military Personnel,Teaching Methods,Vocabulary Development

Teaching English for specific purposes (ESP), such as Medical English, is especially impactful due to high student motivation and immediate real-world application. Medical professionals devote their careers to improving the health and lives of others. With English-language skills, medical professionals can further their own professional development by attending international conferences, reading journals, and sharing their own discoveries with peers. In fact, as the majority of medical journals and international conferences utilize English, learning the language allows professionals who are nonnative English speakers to acquire medical terminology and be active in their community (Popa 2013; Chia et al. 1999). The benefits of teaching a Medical English ESP course are far-reaching and positively affect an unknown number of people. For instance, working with doctors and nurses to increase their English level enables them to more accurately interact with, diagnose, and treat their patients.