ethanporcaro/eric-fulltext-meta huggingface dataset:
Validity and Reliability of the School&apos;s Emotional Climate Scale
Author: Öztürk, Efraim
Date: 2019-12-00
Type: Journal Articles
Subjects: Validity,Reliability,Empathy,Measures (Individuals),Educational Environment,Elementary School Teachers,Middle School Teachers,Factor Analysis,Item Analysis,Teacher Attitudes,Teacher Burnout,Foreign Countries

The aim of this study is to develop and validate the School's Emotional Climate scale. To this end, 683 teachers working in elementary and middle schools were recruited. An item pool with 39 items was created based on an extensive literature review and expert opinions. The items were reviewed by experts and seven items were dropped out from the item pool. EFA was conducted with 32 items. Based on the results of EFA, thirteen items were removed, which left 19 items with three factors. In order to test this structure, CFA was conducted. According to the CFA results, the scale was found to be reliable, which is also proved through Cronbach alpha reliability coefficient values. The final form of the scale consisted of 19 items with three factors entitles as emotional association, empathy, and emotional fatigue. The limitations and suggestions for future research is discussed.
Lean Collaboration on Campus? A Social Network and Bricolage Approach
Author: Earle, Andrew G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperation,Social Networks,Interdisciplinary Approach,Entrepreneurship,College Students,Student Participation,Barriers,STEM Education,Intervention,Resources,Capstone Experiences,Competition

Benefits of interdisciplinary student participation in a university's entrepreneurial activities are well known. Still, institutional barriers (structural, temporal, spatial, economic, attitudinal) conspire to block participation. Aided by the NSF's &quot;Pathways to Innovation Program,&quot; the authors conducted a field experiment to increase STEM student participation in a high-profile business proposal competition (BPC). The experiment employed two interventions: informal social networks and bricolage -- the innovative and parsimonious use of existing resources. Utilizing these interventions, the authors collaborated to innovatively exploit the Business College's BPC and Engineering College's capstone engineering projects course (CEP). The goal was to facilitate and track STEM students' BPC participation. Participation was voluntary, and not graded. Participation in the BPC increased from 10 STEM students to 27 and the number of BPC finalists increased from 1 STEM-business interdisciplinary team to 4 following the intervention. Findings demonstrate that social network and bricolage-inspired intervention appear useful in increasing STEM student and interdisciplinary team BPC participation and success.
Exploring Thai University Students&apos; Receptive and Productive Knowledge of Collocations across Four Academic Faculties
Author: Dokchandra, Dentisak
Date: 2019-12-00
Type: Journal Articles
Subjects: College Students,Grammar,Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Phrase Structure,Receptive Language,Expressive Language,Language Tests,Decision Making,Verbs,Nouns,Form Classes (Languages),Knowledge Level,College Faculty

The purposes of this study were to investigate the levels of receptive and productive knowledge of English collocations of Thai EFL university students and identify the types of grammatical and lexical collocations reported as most and least known by the students. The participants were 286 third-year regular students affiliated with four academic faculties at a university in northeastern Thailand, in the academic year 2018. The participants' receptive and productive knowledge of collocations was measured through an acceptability judgment test and the collocation productive test. The results revealed that the participants' receptive and productive knowledge of collocations was at a low level; their receptive and productive collocation knowledge was significantly different at a .05 level. At the receptive level, their most known grammatical and lexical collocations were verb + preposition and verb + noun respectively. At the productive level, adjective + preposition and verb + noun were their most known grammatical and lexical collocations respectively. The findings highlighted the growing trend of world-wide English learners displaying a low level of collocation knowledge and implied urgent need of explicit instruction of collocations for EFL learners with an emphasis on the easier-to-understand collocation types.
The Rise of Massive Multiplayer Online Games, Esports, and Game Live Streaming: An Interview with T. L. Taylor
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Sociology,Video Games,Computer Games,Internet,Play,Computer Mediated Communication,Design,Competition

T. L.Taylor is Professor of Comparative Media Studies at Massachusetts Institute of Technology (MIT) and cofounder and Director of Research for AnyKey, an organization dedicated to supporting and developing fair and inclusive esports. She is a qualitative sociologist who has focused on internet and game studies for over two decades, and her research explores the relations between culture and technology in online leisure environments. Her &quot;Watch Me Play: Twitch and the Rise of Game Live Streaming&quot; (2018), which chronicled the emerging media space of online game broadcasting, won the 2019 American Sociological Association's Communication, Information Technologies, and Media Sociology book award. She is also the author of &quot;Raising the Stakes: E-Sports and the Professionalization of Computer Gaming&quot; (2012) and &quot;Play between Worlds: Exploring Online Game Culture&quot; (2006), and coauthor of &quot;Ethnography and Virtual Worlds: A Handbook of Method&quot; (2012).
Play Studies: A Brief History
Author: Henricks, Thomas S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Play,Educational Research,Educational Theories,Ceremonies,Cultural Influences,Games,Child Development,Imagination,Learning Processes,Physical Activities,Recreation,Self Expression

In an article adapted from his latest work, &quot;Play: A Basic Pathway to the Self,&quot;published by The Strong in 2020, the author offers a wide-ranging review of play studies--and the thinkers, philosophers, and scholars who led to the creation of the discipline. He also reviews and seeks to explain for both specialists and more general readers the great diversity of play itself, which he ultimately considers a &quot;pathway of experience&quot; that resembles other such pathways as ritual, work, and what he calls &quot;communitas&quot;
Creating an Ecosystem That Fosters Innovation and Entrepreneurial Mindset at an Undergraduate Institution through Pathways to Innovation
Author: Nagel, Robert
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Engineering Education,Entrepreneurship,Innovation,Skill Development,Ecology,Models

This paper describes one university's journey through the Pathways to Innovation program. Efforts described herein are based on the premise that an undergraduate experience that effectively fosters innovation and entrepreneurial mindset among engineering students requires the support of an ecosystem of curricular and co-curricular programs. The paper provides critical reflection of the strategic decisions leading toward the development of co-curricular events to support students' development of curiosity, ability to make connections, and practice in creating value--the three key tenets of entrepreneurial mindset. The Pathways to Innovation Program was an NSF-funded program administered jointly by Stanford University's Epicenter and VentureWell meant to foster entrepreneurial learning into engineering undergraduate programs nationally. The approach and the examples presented in the paper are intended to help others imagine the kinds of approaches that may work at their institutions to effectively engage students and develop innovation and entrepreneurial mindset among students.
Collective Impact in Action: Implementation and Evaluation of a Multi-Institutional Network of Change Makers
Author: Matthew, Victoria
Date: 2020-00-00
Type: Journal Articles
Subjects: Innovation,Program Descriptions,Faculty Development,Organizational Change,Entrepreneurship,Undergraduate Students,Engineering Education,Learner Engagement,Access to Education,Program Implementation,College Faculty,Barriers,Teaching Methods,Outcomes of Education,Case Studies,Summative Evaluation,Formative Evaluation,Program Evaluation,Organizational Communication

In this paper, we provide an overview of the Pathways to Innovation Program (Pathways), a faculty development and institutional change initiative designed to address the adaptive challenge of integrating innovation and entrepreneurship (I&amp;E) into undergraduate engineering, nationwide. In particular, we build upon earlier papers that describe the Pathways program design and outcomes, by discussing how a collective impact approach was utilized to guide the programmatic and evaluation design of Pathways. Our goal is twofold: (1) to help inform the work of future adopters of the collective impact approach, by providing one of the few documented examples of collective impact program and evaluation design, and (2) introduce the cases in this special issue as demonstrable outcomes of the collective impact approach. Teams supported by the Pathways program were invited to submit manuscripts capturing exemplary contributions to I&amp;E in engineering education (cases) that resulted from their work as part of Pathways. Nine 2500-word papers (cases) were accepted from institutions. These cases reflect a wide range of curricular, extra-curricular, programmatic, and institution-wide change efforts aimed at increasing access to I&amp;E among undergraduate engineering students. Each case demonstrates one of two types of outcomes: 1) student exposure and engagement and 2) institutional change. This issue contributes to the innovation and entrepreneurship education literature by capturing the successes and challenges associated with a wide range of implementation efforts, including the impact of I&amp;E infused engineering education on students, faculty and in certain instances the institutional culture as a whole.
Building a Skilled Workforce: Public Discourses on Vocational Education in Thailand
Author: Chalapati, Nakarin
Date: 2020-04-00
Type: Journal Articles
Subjects: Foreign Countries,Labor Force Development,Vocational Education,Educational Policy,Job Skills,Private Education,School Business Relationship,Industry,Government Role,Reputation,Supply and Demand,Labor Market,Secondary Education,Public Education,Postsecondary Education

Context: Thailand is facing skilled labour shortages, which has prevented the country from achieving significant economic progress. This paper examines Thailand's vocational education policy discourses from 1992 to 2014 and how successful such policies were in building the country's skilled labour force. Approach: This study utilised a qualitative approach, using documentation analysis as a key research method. We also used data triangulation and thematic analysis to categorise the public discourses. In order to examine the vocational education policy discourses in Thailand, secondary data such as the five National Economic and Social Development (NESD) Plans (7th, 8th, 9th, 10th, and 11th) and other government policy statements were investigated and triangulated, along with data from newspaper articles, other public documents, reports from international organisations, and academic journal articles. Findings: Based on the findings of the study, we identified three key policy discourses regarding vocational education in Thailand during the period 1992 to 2014: (1) increasing the vocationally skilled workforce, (2) the role of private vocational providers, and (3) collaboration between vocational providers and industry. Conclusion: We argue that there are five key policy themes in building a vocationally skilled workforce: (1) dedication of government in increasing the vocationally skilled workforce, (2) encouraging collaboration between vocational colleges and industries, (3) fostering a greater role for private vocational providers, (4) promoting a positive image for vocational education, and (5) maintaining the continuity of policy implementation.
Students&apos; Experiences with Different Learning Pathways to Higher Professional Bachelor Programmes
Author: Biemans, Harm J. A.
Date: 2020-04-00
Type: Journal Articles
Subjects: Bachelors Degrees,Foreign Countries,Higher Education,Vocational Education,Secondary Education,Continuing Education,Study Skills,Educational Experience,Middle Management,Nontraditional Education,Student Adjustment,Dropouts,Student Motivation,Student Satisfaction,Academic Achievement,Integrated Curriculum,Acceleration (Education)

Context: In the Dutch educational system, different learning pathways to higher professional bachelor (or HBO) programmes have been created: the regular VET route, the general secondary education route, and continuing learning pathways (such as the Green Lyceum or GL) that combine characteristics of these two traditional routes and that are specifically designed for students who combine a relatively high cognitive level with an affinity for practical, vocation-oriented assignments. Approach: The present study aimed to compare the experiences of students coming from these three different learning pathways to HBO. 62 former GL students, 127 former middle-management VET (or MBO) students, and 81 former regular general secondary education (or HAVO) students completed an online questionnaire on their experiences in their first HBO study year and their scores on the various scales were compared. Findings: Students from the three groups were equally satisfied with their current HBO programme. The same pattern was found for perceived study success in their HBO programme. Former GL students, however, mentioned that they had been better prepared in terms of development of study skills needed in HBO. Compared with the MBO route to HBO, former GL students felt better prepared in terms of the theoretical subjects addressed in their previous educational programme. In this regard, their level of theoretical preparation was comparable to that of former HAVO students. When the vocation-oriented aspects of education were concerned, however, the GL appeared to be comparable with the MBO route to HBO (in the HAVO curriculum, vocation-oriented preparation for HBO is absent). Moreover, former HAVO students scored lower than former GL and former MBO students with respect to the extent to which they felt that they had received support in choosing a particular HBO programme in their previous educational programme. Conclusion: The GL seems to combine the advantages of MBO and HAVO programmes for this particular group of students: theoretical preparation for HBO at HAVO level combined with practical preparation at MBO level, systematic career orientation and guidance, and development of study skills required in HBO. In other words, such continuing learning pathways can be a curriculum design solution for specific student groups to promote their transition to HBO
Views of Preservice Primary School Teachers&apos; on Inclusion and Differentiated Science Experiments
Author: Mertoglu, Hatice
Date: 2020-00-00
Type: Journal Articles
Subjects: Science Instruction,Science Experiments,State Universities,Preservice Teachers,Elementary School Teachers,Foreign Countries,Special Education,Pretests Posttests,Comparative Analysis,Inclusion,Student Attitudes,Teacher Education Programs,Individual Differences,Teaching Methods,Social Bias,Students with Disabilities,Attitudes toward Disabilities

Today, individuals with special needs who are reported to increase each day are receiving education with their peers in general classes and are subjected to inclusive practices according to the developments in the field of special education and legal regulations. However, it is also reported that there are problems with special education in many countries. The goal of this study is to reveal the views of pre-service primary school teachers on inclusive education and science laboratory lesson taught with differentiated approach and contribute to the solution of problems in inclusive education to some extent. Study sample comprise 103 pre-service primary school teachers studying at the 2nd grade of a state university in Istanbul in 2017-2018 academic period. Quantitative data of the study carried out with pretest-post test control group random quasi-experimental pattern were published by Mertoglu, Topçu in 2020 and only qualitative data are used in this study. Condition of inclusive students in the experiment group was mentioned only as an individual difference and science laboratory lesson was taught with differentiated approach for one term. Students in the control group took the science laboratory class according to the normal program. Data obtained with lesson evaluation form, inclusion question form and field notes were evaluated and interpreted with descriptive data analysis method. Research results show that students in both control and experiment group need to take training on inclusive education. It was found that students in experiment group gained an awareness of instructional adaptations while the views of students in control group about instructional adaptations were far from being relevant to inclusive education. Views of students in experiment group show that science lessons taught with differentiated approach contributed to them &quot;to remove their prejudices against science, to learn and teach science&quot;, &quot;remove their prejudices against students with special needs&quot;, &quot;remove their feelings, attitudes and worries about inclusion&quot; and &quot;realize inclusive practices in science education when they become teachers&quot;.
The Comparison of Mental Rotation Performances and Academic Achievements in Students of the Faculty of Sport Sciences and Education Sciences
Author: Sahin, Senay
Date: 2020-00-00
Type: Journal Articles
Subjects: Academic Achievement,Physical Education,Majors (Students),Spatial Ability,Visualization,Thinking Skills,Correlation,College Students,Student Athletes,Foreign Countries,Memory,Psychomotor Skills

Mental rotation (MR) is the ability to rotate three-dimensional objects using the imagination. As the ability to generate, retrieve, maintain, and manipulate visual-spatial information, MR plays a critical role throughout education and sport. In this aspect our objective in this study was to compare MR performances and academic achievement between students of art, foreign languages (FL), computer-instructional technologies (CIT) and physical education (PE). In the computer-based MR test, the image files of the library &quot;Mental Rotation Stimulus Library&quot; were used with the written permission of the author. A total of 144 participants composed of 79 males and 65 females volunteered in the study. Comparing the academic achievements (AA) with the PE group and art, CIT, FL and control groups; it was observed that all the groups are better than PE (p &lt; 0.05). However, no significant difference was found between PE and all groups in MR performances (p &gt; 0.05). In conclusion, PE students performed similarly with other students in terms of MR, although their AA were low. MR ability is clearly related not only to problem solving, acquiring mathematical knowledge and academic thinking but also to motor abilties.
Upper Secondary Education for Youth at Risk: A Comparative Analysis of Education and Training Programmes in Austria, Norway, Sweden and Switzerland
Author: Schmid, Evi
Date: 2020-04-00
Type: Journal Articles
Subjects: Secondary School Students,At Risk Persons,Cross Cultural Studies,Foreign Countries,Intervention,Vocational Education,Student Needs,Educational Change,Program Development,Program Descriptions,Certification,Access to Education,Program Effectiveness,Dropouts,Inclusion

Context: Vocational education and training (VET) plays a key role in reducing early leaving from education and training, and integrating youth at risk in upper secondary education. To ensure that more young people complete upper secondary education, the OECD suggests designing interventions that address the specific needs of youth at risk such as changes in the standard duration, preparatory programmes or personalised support measures. Based on a comparative analysis of such programmes tailored to the needs of youth at risk in Austria, Norway, Sweden and Switzerland, the objective of this article is to identify the different education and training models these countries employ to include youth at risk in upper secondary education. Approach: The study is based on document analysis; the documents studied are public documents such as law texts and white papers from the education authorities as well as research publications. The interventions proposed by the OECD to adapt training programmes to the specific needs of youth at risk were chosen as a basis for the comparative analysis. Further structural characteristics of the programmes complemented the analysis. Findings: The study found four different types of education and training models for youth at risk in Austria, Norway, Sweden and Switzerland: Short-track (Norway, Switzerland), prolonged (Austria), individualised (Austria, Norway and Sweden) and preparatory programmes (Sweden). Preparatory and prolonged programmes aim to help young people to achieve upper secondary qualifications through preparatory measures, more time or more support. Individualised or short-track programmes aim to adapt education and training programmes to young people's needs by reducing the programmes' demands. In all four countries, young people have the opportunity to conclude their education with a certificate at a level lower than 'regular' upper secondary education. Conclusion: The four countries surveyed differ widely in terms of educational traditions and the position of VET at upper secondary level. Regarding the integration of disadvantaged youth into education and work, the differences concerning access to upper secondary education, the importance of VET at upper secondary level and the recognition of training programmes for youth at risk may be of particular relevance. Further research is needed to empirically investigate the effectiveness of the identified education and training models as a means of integrating youth at risk into upper secondary education.
Examining the Lifelong Learning Tendencies of Sport Sciences Faculty Students
Author: Kaya, Kazim
Date: 2020-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Physical Education,Foreign Countries,Undergraduate Students,Student Characteristics,21st Century Skills

The aim of this research study is to investigate the lifelong learning tendency levels of sport sciences faculty students concerning some variables. The research group was consisted of 662 students who were attending the Faculty of Sport Sciences, Erciyes University, during the 2018-2019 academic year and were randomly sampled. The research was conducted with the survey model. The data of the research were collected using the Lifelong Learning Tendency Scale. SPSS program was used in the analysis of the data. According to the results of the research, it was determined that the lifelong learning tendency levels of sport sciences faculty students are at the medium level. Moreover, the lifelong learning tendency levels of the sports sciences faculty students were compared concerning certain variables such as gender, sports branch, age, department, grade level, and GPA, and it was determined that there was statistically no significant difference.