ethanporcaro/eric-fulltext-meta huggingface dataset:
Vietnamese Students&apos; Satisfaction toward Higher Education Service: The Relationship between Education Service Quality and Educational Outcomes
Author: Dinh, Hong-Van Thi
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Higher Education,Outcomes of Education,Correlation,Student Satisfaction,College Students,Educational Environment,Educational Facilities,Educational Equipment,Access to Education,Instructional Effectiveness,Foreign Countries

Student satisfaction with education service has been considered one of the most critical strategic factors to attract students of higher education institutions around the world. Various models of satisfaction with education service quality have been developed to motivate actions towards improving the education quality. This study aimed to confirm a Vietnamese theoretical five-dimension model of student satisfaction with higher education service and investigate the relationship between student satisfaction with education service quality and student satisfaction with educational outcomes in this model. A cross-sectional survey on 2933 students from four-member universities of Hue University in Central Vietnam was conducted. The research results showed that the model of student satisfaction with education service in Hue University was consistent with the proposed theoretical model, which comprises five dimensions including access to education service, facilities and teaching equipment, educational environment, educational activities, and educational outcomes. In addition, the satisfaction of all dimensions of education service quality from dimension 1 to 4 affects the satisfaction of educational outcomes, of which educational activities have the most significant impact. This research result can provide a number of implications and recommendations for Hue University to implement appropriate measures to improve student satisfaction with education services received, thereby enhancing educational outcomes, attracting and retaining students.
Pandemic Pedagogy: What We Learned from the Sudden Transition to Online Teaching and How It Can Help Us Prepare to Teach Writing in an Uncertain Future
Author: Sheppard, Jennifer
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Adjustment,Web Based Instruction,Writing Instruction,Teaching Experience,Faculty Workload,Teaching Methods,Best Practices

This article reports on findings from a hyperlocal programmatic survey on writing instructors' experiences in moving teaching online during the coronavirus pandemic. It highlights key challenges instructors reported, including a need for strategies addressing increased workload; a desire for greater experience with pedagogy- rather than technology-driven instruction; a plea for attention to personal/professional well-being; and concerns about the increased attention needed to address logistics in digital teaching. The article contextualizes these local challenges within larger scholarly conversations about online writing instruction (OWI) and offers a series of pedagogical and professional best practices relevant for future online and hybrid teaching. It concludes with a discussion of the limitations of this project and directions for future research.
Cross Postings: Disciplinary Knowledge-Making and the Affective Archive of the WPA Listserv
Author: Beare, Zachary
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Writing (Composition),Electronic Mail,Intellectual Disciplines,Futures (of Society),Dialogs (Language),Computer Mediated Communication,Emotional Response,Information Sources,Communities of Practice,Higher Education,Organizations (Groups),Program Administration,Administrator Attitudes

As the future of the WPA Listserv (WPA-L) remains uncertain, this article reflects on the ways the WPA-L has functioned as an important site of disciplinary knowledge-making and emotion work for the field of composition studies. It examines the potential of the listserv format for democratizing participation in the enterprise of disciplinary knowledge-making and examines how perspectives and lifeworlds of a diverse field have come into contact on the platform. Such a dynamic showcases tensions, ongoing dialogue, and emotionally felt perspectives not often visible in (or sometimes erased from) traditional sites of scholarly publication.
Disciplinary Lifecycling: A Generative Framework for Career Trajectories in Rhetoric, Composition, and Writing Studies
Author: Pinkert, Laurie A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Career Development,Writing Research,Writing (Composition),Rhetoric,Careers,Elementary Secondary Education,Higher Education,Retirement,Models

In this article, we theorize the disciplinary lifecycle as an alternative to the limited metaphor of the &quot;career arc.&quot; We argue that theorizing career trajectories as lifecycles resonates more fully with the experiences that are common to careers in rhetoric, composition, and writing studies (RCWS), thereby providing more possibilities for individuals to recognize and enact their disciplinary development across varying environments and in different phases of their careers. Further, we call for the field to better acknowledge the changing environments for disciplinary work by making visible typified but underrepresented phases in our scholarship and career development discourse.
A Comparative Examination of Social Perception, Network Structure, Important Nodes, and Discourses Regarding ASD Awareness over Online Networks: A Social Network and Content Analysis
Author: Sani-Bozkurt, Sunagül
Date: 2021-00-00
Type: Journal Articles
Subjects: Autism,Pervasive Developmental Disorders,Social Attitudes,Social Networks,Network Analysis,Content Analysis,Social Media,Telecommunications,Public Opinion,Information Dissemination,Foreign Countries,Cultural Differences,Knowledge Level,Web Sites,Concept Mapping,Audiences

The purpose of this research is to examine activities carried out on Twitter, which is a social media platform, on April 2 Autism Awareness Day; network structure in Turkey and in a global context, interaction patterns, the important nodes, user profiles, hashtag usage, and social mode within the context of the Twitter messages and discourses. In the research, mixed research method was adopted, and social network analysis and content analysis methods were used. The sample constitutes a total of 16565 people with 2790 people from Turkey and 13775 people from all over the world. According to the findings in the sample and Turkey as well as the global clustered-community group structures has been observed that the structure of the network. When compared with global examples of effective institutions related to the ASD in Turkey in the global context, the process of institutions and corporate entities has been determined to be more effective. It is seen that especially famous people who are known in the global context are involved in the process in order to reach more audiences. It is found that hashtag use in Turkey is limited, for example, on the other hand, in a global context hashtag use is more diverse to reach different target groups Comparative concept maps revealed that fewer themes were issued in Turkey while there was a wide range of themes in the global context. Social mode is positive in both samples.
An Exploratory Holistic Analysis of Digital Gamification in Mathematics Education
Author: Yig, Katibe Gizem
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Educational Technology,Technology Uses in Education,Game Based Learning,Elementary Secondary Education,Mathematics Skills,Mathematics Achievement,Mathematical Concepts,Concept Formation,Educational Research,Geographic Location,Research Methodology,Sampling,Foreign Countries

This paper presents an explorative holistic analysis of digitally-constructed gamification processes in mathematics education. The main aim of this study is to identify the key issues, intentions and trends by examining peer-reviewed publications using a combination of social network analysis (SNA), computerized lexical analysis and content analysis. Research findings indicate that there is a growing trend in gamification in mathematics education (GIME) research. GIME is mostly employed in primary school level. It was also found that, numbers is the most gamified math topic. Another research finding reveals that the researchers mostly use gamification to improve mathematical problem-solving, math achievement and math performance apart from the motivation and engagement. According to SNA findings, the most strategic terms in GIME research are as follows; geometry, fractions, mobile-learning, gender-studies, human-computer interaction, intelligent tutoring systems and tangible user-interfaces. GIME research is mostly influenced by USA and Brazil hence, the developing countries have an increasing interest in GIME research. Finally, findings on general research discourse implies that the general discourse among the sampled papers is positive. The findings obtained in this study may be useful to improve mathematics education by mapping a research agenda for researchers and educators with the exploration of potentials of GIME research.
Forty Years of Mathematics Education: 1980-2019
Author: Gökçe, Semirhan
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,Mathematics Tests,Educational History,International Assessment,Educational Trends,Bibliometrics,Instructional Effectiveness,Generalization,Research Reports

The purpose of this study is to establish the evolution and expose the trends of research in mathematics education between 1980 and 2019. The bibliometric analysis of the articles in Web of Science database indicated four-clustered structure. The first cluster covers the items related to the theoretical framework of mathematics education whereas the second cluster has the terms defining the methods for effective mathematics instruction. The third cluster includes the concepts interrelated to mathematics education while the fourth cluster encloses the studies about international mathematics assessments. The earlier studies look mathematics education mostly in students? perspective and investigates generalization, restructuring, interiorization and representation. Between 1995 and 2010, curriculum and teacher-related factors were dominant in mathematics education studies. After 2010, the articles investigated specific topics and carried the traces from all stakeholders in mathematics education. The investigation on the trends of mathematics education would provide gain insight about the areas that need more research, contribute to the researchers, teachers, students and policy makers in this field and light the way for further studies.
The Impact of the EarlySTEM Program on Teacher and Student Outcomes: The Role of Teachers&apos; Involvement in the Program Development
Author: Doganca Kucuk, Zerrin
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Elementary Education,Teacher Attitudes,Elementary School Teachers,Program Development,Teacher Role,Teaching Guides,Teacher Workshops,Outcomes of Education,National Curriculum,Teacher Participation,Foreign Countries,Pedagogical Content Knowledge,Teaching Methods,Faculty Development,Program Implementation

This research aimed to investigate and compare teachers' conceptualizations of their students' and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.
Using PhET Simulations to Improve Scientific Skills and Attitudes of Community College Students
Author: Taibu, Rex
Date: 2021-00-00
Type: Journal Articles
Subjects: Physics,Scientific Attitudes,Student Attitudes,Algebra,Scientific Research,Educational Technology,Self Evaluation (Individuals),Teaching Methods,Simulation,Science Process Skills,Formative Evaluation,Community Colleges,Two Year College Students

In this study, conceptual and algebra-based physics students were engaged in scientific inquiry using Physics Education Technology (PhET) interactive simulations via semester-long group projects. The instructor and students used the Scientific Abilities Assessment Rubrics (SAAR) to evaluate project presentations and papers (formative assessment). The overall research project was evaluated using Lab Skills Self-Assessment (LSSA) survey (pre and post) and the post reflection survey. The Science Process Skills Inventory (SPSI) was used to analyze some of the students? responses to the reflection survey. Quantitative analysis of the LSSA survey showed a large effect size for both conceptual and algebra-based physics students (Cohen's d &gt; 0.8, in both courses). Qualitative analysis of the reflection surveys supported this apparent huge gain in lab skills and revealed considerable positive students? experiences of the PhET simulations (88% of students indicated positive satisfaction).
Context Matters in Gifted Education
Author: Shore, Bruce M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Gifted Education,Academically Gifted,Educational Environment,Context Effect,Expertise,Constructivism (Learning),Active Learning,Inquiry,Regular and Special Education Relationship,General Education,Metacognition,Perspective Taking,Friendship

Bruce M. Shore's research contributions in gifted education have focused on three contexts that impact how giftedness is understood and the instructional environments that serve gifted learners' educational needs. This article describes these contributions and provides selected examples plus a more complete Supplemental Online bibliography. First, giftedness benefits from being conceptualized in terms of theories that address the development of expertise. Featured expert--gifted parallels include interconnectedness of knowledge, metacognitive processes, perspective taking, active learner roles, affinity for novelty and complexity, and task representation and planning. Illustrative research is described from preschool age through higher education, including connections to creativity research. Second, gifted education benefits when guided by social-constructivist theory of education and its expression in inquiry-based instruction. Examples include building upon learner interests, question asking, collaborative inquiry, and active learner roles. Desirable specific instructional practices are framed by the above theories and by being considered in the contexts of widely recommended and best practices with their research support. Third, gifted education, at all levels including higher education and teacher education, needs to be an integral part of the context of general education. Most specific gifted education practices also work in general education, including learning high-level skills within subject matter. Nineteen examples are cited about how gifted education contributes to the quality of general education.
Knowledge Building in Online Mode: Insights and Reflections
Author: Soliman, Dina
Date: 2021-00-00
Type: Journal Articles
Subjects: Higher Education,Graduate Study,COVID-19,Pandemics,Online Courses,Educational Technology,Technology Uses in Education,Videoconferencing,Asynchronous Communication,Synchronous Communication,Student Responsibility,Foreign Countries,Design,Innovation,Communities of Practice,Knowledge Management,Scaffolding (Teaching Technique),Teamwork,Meetings,Self Evaluation (Individuals),Portfolio Assessment

It seems certain that blended learning will be on the rise in higher education, with in-person meetings increasingly precious time, and online synchronous and asynchronous sessions used to complement them. This paper examines Knowledge Building in two graduate courses conducted during the COVID-19 pandemic. There were no in-person sessions; rather, synchronous Zoom sessions were combined with asynchronous work in a knowledge building environment--Knowledge Forum. Knowledge Forum is designed to make transparent and accessible means by which deep understanding and sustained creative work proceed. Accordingly, for example, rise-above notes and view rearrangement support synthesis and explanatory coherence, epistemic markers support knowledge-advancing discourse, and analytics support self-and group-monitoring of progress as work proceeds. In this report, we focus on these aspects of Knowledge Building, using a subset of analytics to enhance understanding of key concepts and design of principles-based practices to advance education for knowledge creation. Overall, we aimed to have students take collective responsibility for advancing community knowledge, rather than focus exclusively on individual achievement. As we reflect on our experiences and challenges, we attempt to answer the following questions: Do courses that introduce Knowledge Building in higher education need an in-person or synchronous component? In what ways can we leverage in-class time and Knowledge Forum work to engage students in more advanced knowledge creation? We conclude that synchronous and asynchronous Knowledge Building can be combined in powerful new ways to provide students with more design time and deeper engagement with content and peers.
Impact of COVID-19 Restrictions on the Social-Emotional Wellbeing of Preschool Children and Their Families
Author: Linnavalli, Tanja
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Preschool Children,School Closing,Child Care,Well Being,Young Children,Preschool Education,Parent Attitudes,Child Behavior,Prosocial Behavior,Psychological Patterns,Mental Health,Physical Health,Stress Variables,Marital Satisfaction,Parent Child Relationship,Behavior Problems,Self Esteem

In the spring of 2020, as a result of the lockdown caused by the COVID-19 pandemic, many children dropped out of daycare and early education in Finland, and parents had to balance work and childcare for months. The wellbeing of families during the lockdown has been studied to some extent, but few studies have focused on children under school age. In May 2020, we sent a survey to the 82 families originally recruited in our study on supporting social-emotional development in early childhood education units, which had been interrupted by the pandemic. Twenty families responded to questionnaires about the impacts of the lockdown on the wellbeing of the children and their parents. Parents reported a decline in children's prosocial behavior compared to the time before the pandemic and assessed that the children who stayed at home were lonelier than children who remained in daycare. Otherwise, being at home or in care was not associated with children's physical or mental wellbeing. Parents had experienced increased mental strain and increased problems in marital relationships and the disruption of children's participation in daycare was associated with deterioration in the parent-child relationship. Due to the small sample size, these results should be interpreted with caution.
2020 in the School Library: The Power of Collaboration
Author: Hoag, Joel
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,COVID-19,Pandemics,Librarian Teacher Cooperation,Library Role,School Closing,Library Services,Social Justice

School libraries have been instrumental in the navigation of the triple-trauma crisis of 2020-21. COVID-19, national racial strife, and an economic crisis have had a huge impact on many families in the United States. In summer 2020 the Franklin Special School District in Franklin, Tennessee, was one of many districts across the nation that had to determine how the global health crisis would affect school reopening and develop a plan for the coming school year. As part of this planning the school librarian and the principal at Freedom Intermediate School, began collaborating on how the school library could best support students regardless of what the school year would look like. There were three priorities for the school's reopening success: (1) virus mitigation; (2) instructional integrity; and (3) creating a culture of resilience. The entire school schedule was impacted by the need to implement new processes to help prevent the spread of COVID-19. Many of these processes required a stark transition away from what school typically looked like for students, such as no more community supplies, no grouping of students during classes, and the district requirement of wearing masks at all times. Knowing that the entire country was living in a time of acute uncertainty, it was critical to make the most of every second with students. There was a looming sense that school could be closed at any moment, so ensuring lessons focused on essential standards and students were being empowered to be successful remote learners were paramount. This article examines the school year and the feedback the school received on its efforts.
Health &amp; Healing in the School Library: A Return to Better?
Author: Cooksey, Ashley
Date: 2021-00-00
Type: Journal Articles
Subjects: School Libraries,Educational Change,COVID-19,Social Justice,Altruism,Burnout,Mental Health,Wellness,Metacognition,Stress Management

After a year of turmoil and unsteadiness in people's lives, the country, and the world, taking steps to improve and increase self-care is one thing one can do to reach for better. Compassion fatigue, being overworked and underpaid, and the emotional stress that is added simply because educators care about each and every one of their students can take a toll on their capacity to care for themselves both physically and mentally. While there is an attempt to return to normal in 2021, Ashley Cooksey and Jennifer Luetkemeyer propose in this article, a better normal where people value their own mental and emotional well-being as much as their students. The authors provide some methods, such as mindfulness and visual journaling, to process and begin self-care.