ethanporcaro/eric-fulltext-meta huggingface dataset:
Variations in Circadian Rhythmicity and Students&apos; Gender-Related Psychological Conditions during the COVID-19 Lockdown
Author: Sabaoui, Ikram
Date: 2021-00-00
Type: Journal Articles
Subjects: Sleep,Change,Gender Differences,Psychological Patterns,COVID-19,Pandemics,Posttraumatic Stress Disorder,Foreign Countries,High School Students,Middle School Students,Depression (Psychology),Rating Scales,Predictor Variables

In the face of the COVID-19 pandemic experienced around the world, new student lifestyles have had an impact on their daily behavior. The purpose of this study was to examine post-traumatic stress associated with the initial COVID-19 crisis in students (N = 280) with a mean age of 13 ± 1.70 and to determine the relationship between their reported daily behaviors in terms of their gender. The study was conducted primarily in Casablanca and Marrakech, the two cities most affected by the pandemic at the time of the study in Morocco in May 2020. Our sample consists of 133 high school students and 147 middle school students, 83.6% of whom are females. Students were asked to answer questions based on an Activity Biorhythm Questionnaire, the Post-Traumatic Stress Scale (Weathers et al., 1993), the Hamilton Scale (Hamilton, 1960), the Worry Domains Questionnaire (Tallis, Eyzenck, Mathews, 1992), and the Visual Analog Scale of Moods (VASM) (Stern et al., 1997). The results obtained confirm that there is a significant relationship between the circadian rhythm of some variables and gender in some activities such as academic study (p &lt; 0.05) and TV and Internet use (p &lt; 0.05) and was highly significant for physical activity (p = 0.001), while others are not significant in relation to other schedules of the same variables or in relation to others. Likewise, for the psychological conditions, significant relationships with mood states and depressive tendencies were confirmed. In lockdown, the students' daily lives underwent changes in circadian rhythm and lifestyle. Therefore, it is necessary to treat their current psychological problems and avoid future complications.
Working Methodology with Public Universities in Peru during the Pandemic--Continuity of Virtual/Online Teaching and Learning
Author: Martín-Cuadrado, Ana María
Date: 2021-00-00
Type: Journal Articles
Subjects: Research Methodology,Public Colleges,Foreign Countries,COVID-19,Pandemics,Distance Education,Electronic Learning,Web Based Instruction,Faculty Development,Program Implementation,Educational Technology

This article describes the consultancy provided by the UTEC-UNED-TECSUP University Consortium to six national universities in Peru, during the COVID-19 state of emergency. This action aims to promote the techno-pedagogical change from a face-to-face to a virtual/online educational context. The process consists of three stages that ensured the continuity of the virtual/online educational service: diagnosis, design, and training, to strengthen instructional and digital competencies, support, and techno-pedagogical monitoring. It includes the basic principles of constructivist and constructionist learning theories for active and quality teaching and learning for the agents involved, and, in addition, the guidelines set by the emerging Peruvian regulations during the pandemic to move towards a digital university model according to the times. After a 157-day intervention, the analysis of the results raises some reflections: the importance of the socio-cultural context and its influence on the concept and development of the instructional act; the concept of distance learning in territories where connectivity is the main difficulty, and the university institution, in terms of a non-presential educational model with open and versatile methodologies, which anticipates a long process, involves a scheduled follow-up, requires fluid communication and demands continuous feedback.
Two Decades of STEM Education Research in Middle School: A Bibliometrics Analysis in Scopus Database (2000-2020)
Author: Le Thi Thu, Huong
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Research,Educational History,Middle School Students,Bibliometrics,STEM Education,Databases,Foreign Countries,Periodicals

STEM education has become important in many countries around the world. STEM education can begin while students are very young. However, earlier research has shown that one of the most important factors influencing the decision on scientific research selection is the middle school science classes. In this research, we extract database from Scopus to evaluate the scientific results of publications in the field of STEM education in middle school in the period 2000-2020. A data set of 272 academic papers was indexed to monitor the development of this field by Scopus. The results of the quantitative analysis showed that researches on STEM education in middle schools have boomed in the last 5 years, mainly in the USA. The trend of research collaboration in the field of STEM education in middle schools is not strong. The research topics are quite diverse, focusing on a number of issues: gender, engineering education, curriculum, etc. This study has some limitations, including that only data from the Scopus database were selected and manually filtered, so our analyses totally depended on the quality of the input information imported from the Scopus database.
The School of Life Dropout Prevention Curriculum: A Case Report
Author: Wayman, Grace
Date: 2021-00-00
Type: Journal Articles
Subjects: Dropout Prevention,High School Students,Positive Behavior Supports,Intervention,Curriculum Evaluation,Educational Environment,At Risk Students,Academic Achievement,Student Characteristics

Students in high school or secondary school face challenges that too often lead them to drop out of school. Administrators and staff in many of these schools have attempted to address this challenge by adopting a framework of Positive Behavior Interventions and Supports (PBIS) that offers graduated tiers of intervention suited to students' needs. One such intervention that has been used in some parts of the US, was developed by the School of Life Foundation (SOLF). The intervention consists of a life-skills curriculum that supports students by addressing factors related to increased probability of dropping out of school. This article provides a case report, from the United States, of the SOLF intervention in the context of a PBIS framework.
The Views of Educators and Thinkers Who Influenced Education Policies in the Ottoman Period
Author: Gürhan, Ethem
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Teacher Influence,Educational Policy,Educational History,Content Analysis,Biographies

Intellectuals and thinkers, who are influential on the society, have an influence on the people they live with their ideas, especially on the growing generations. It is seen that this intelligentsia, who leads and guides the society they live in, deeply affects the life of society. The works of these people, who have important roles in shaping the society in which they live with their thoughts, are adopted by the individuals in that society and their influence on the generation that has grown for many years is seen to last. The works of these people adopted by the society and their thoughts in these works are shown as examples in the educational institutions of that society and read as textbooks. For this reason, the opinions of educators and thinkers in that society have an impact on the growing generation. Surely, when we look at the Ottoman period, the number of educators and thinkers who had an impact on society is quite high. However, it is not possible to address all of them. That is not the point of this research. The important criterion in this research is the most important educators and thinkers of each period. In particular, they are educators and thinkers who have basic works on education and whose works have been taught in schools as textbooks for many years, and who have significant effects on social life. When we look at these thinkers, we can see that their influence continues from past to present. In this research, the document review pattern, which is one of the qualitative research methods, was used and it was determined that the findings of the research were dominated by the view that educational policies based on moral values and aiming to be trained in line with the abilities of the student should be applied in the ottoman period human education policies. In addition, it is seen that the first step of physically transitioning from madrasa system to today's modern school and classroom system was taken by Selim Sabit Efendi.
Transition to Distance Education in COVID-19 Period: Turkish Pre-Service Teachers&apos; E-Learning Attitudes and Readiness Levels
Author: Balci, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Readiness,Educational Technology,Electronic Learning,COVID-19,Pandemics,Self Efficacy,Intellectual Disciplines,Correlation,Instructional Program Divisions,Gender Differences,Age Differences

In this study, pre-service teachers' attitudes and readiness towards e-learning during the COVID-19 pandemic were examined. This research was carried out in the Fall Semester of the 2020-2021 Academic Year, with the participation of 519 pre-service teachers from Balikesir University Necatibey Faculty of Education and Faculty of Sport Sciences, Department of Physical Education and Sports Education. In the collection of data, the General Attitude Scale towards e-learning developed by Haznedar and Baran (2012) and the Online Learning Readiness Scale adapted to Turkish Culture by Ilhan and Çetin (2013), were used. In this study, it was found that pre-service teachers had a negative attitude towards e-learning and that they considered themselves competent in terms of e-learning readiness. There was no difference in terms of e-learning attitudes and readiness of the teacher candidates according to the department they studied. In addition, it was found that there was a significant relationship between pre-service teachers' attitudes towards e-learning and their readiness, and that e-learning readiness was an effective factor in the adoption of the e-learning process.
Undergraduate Research Program to Recycle Composite Waste
Author: Ahmed, Waleed
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Research,Undergraduate Students,Recycling,Wastes,Conservation (Environment),Summer Programs,Program Effectiveness,Engineering Education,Hazardous Materials,Safety,Chemistry,Manufacturing Industry,Foreign Countries

With the rapid growth in the manufacturing industry and increased urbanization, higher amounts of composite material waste are being produced, causing severe threats to the environment. These environmental concerns, coupled with the fact that undergraduate students typically have minimal experience in research, have initiated the need at the UAE University to promote research among undergraduate students, leading to the development of a summer undergraduate research program. In this study, a recycling methodology is presented to test lab-fabricated Carbon-Fiber-Reinforced Polymer (CFRP) for potential applications in industrial composite waste. The work was conducted by two groups of undergraduate students at the UAE University. The methodology involved the chemical dissolution of the composite waste, followed by compression molding and adequate heat treatment for rapid curing of CFRP. Subsequently, the CFRP samples were divided into three groups based on their geometrical distinctions. The mechanical properties (i.e., modulus of elasticity and compressive strength) were determined through material testing, and the results were then compared with steel for prompt reference. The results revealed that the values of mechanical properties range from 2 to 4.3 GPa for the modulus of elasticity and from 203.7 to 301.5 MPa for the compressive strength. These values are considered competitive and optimal, and as such, carbon fiber waste can be used as an alternate material for various structural applications. The inconsistencies in the values are due to discrepancies in the procedure as a result of the lack of specialized equipment for handling CFRP waste material. The study concluded that the properties of CFRP composite prepreg scrap tend to be reusable instead of disposable. Despite the meager experimental discrepancies, test values and mechanical properties indicate that CFRP composite can be successfully used as a material for nonstructural applications.
Embedding Formative Assessment in Blended Learning Environment: The Case of Secondary Chinese Language Teaching in Singapore
Author: Chan, Kwong Tung
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Blended Learning,Chinese,Second Language Instruction,Foreign Countries,COVID-19,Pandemics,Assessment Literacy,Pedagogical Content Knowledge,Web Based Instruction,Instructional Effectiveness,Secondary School Students

The fast global spread of COVID-19 has resulted in the mass disruption of teaching, learning, as well as assessment, in mainstream schools in Singapore. Teachers were caught unprepared and this jeopardised the quality of classroom delivery and assessment. The Ministry of Education has since shifted to an online asynchronous mode of teaching whilst attempting to keep the face-to-face method of lesson delivery, to which it is called 'blended learning' (BL) in the local context. Besides being propelled to learn and use new technology tools for online lessons, teachers also need to quickly explore to embed formative assessment (FA) in the new BL environment to substitute traditional classroom assessment. In this context, I argue that teachers' language assessment literacy (LAL), pedagogical content knowledge (PCK) and e-pedagogy are vital to the success of embedding FA in BL. Following, I also describe some tentative predictions for future challenges and opportunities of embedding FA in the BL environment of secondary Chinese Language (CL) teaching in Singapore. On this basis, I discuss the ways in which current conceptualisations of language assessment literacy will need to shift in response to these challenges. Finally, I make some recommendations for practice based on this argument.
Investigation of Job Satisfaction Levels of Tennis Coaches Who Work in Higher Education Institutions According to Personal Variables
Author: Dumangöz, Pero Duygu
Date: 2021-00-00
Type: Journal Articles
Subjects: Racquet Sports,Athletic Coaches,Job Satisfaction,Higher Education,Gender Differences,Educational Attainment,Work Experience,Foreign Countries,Certification

According to some personal variables, this study examines tennis coaches' job satisfaction levels in higher education institutions. A total of 50 tennis coaches, 16 women (32%), and 34 men (68%) took part in the study. The coaches included in the study are examined in three categories as 26 years and younger (34%), 27-29 years old (34%), 30 years old and above (32%). Two forms were used as tools for data collection. The first one of these forms is a 6-question form created by the researcher to determine tennis coaches' characteristics. The second one is the Minnesota Job Satisfaction Scale developed by Weiss et al. in 1967 and translated into Turkish by Baycan in 1985. Baycan also conducted the validity and reliability studies of the scale in 1985. The analysis of the data was done in SPSS 26.0 statistics package program. Percentage and frequency distributions were examined in the statistical analysis of the data, independent sample t-test was performed to evaluate the differences between two groups, one-way analysis of variance (ANOVA) was made to determine the difference between more than two groups, and Scheffe test was performed to determine which groups the difference was between. p significance level was accepted as 0.05 (p &lt; 0.05). As a result, there was no statistically significant difference in job satisfaction levels of tennis coaches according to gender, education level, coaching level, and work experience (p &gt; 0.05), while there was a directly proportional relationship between the age variable and job satisfaction levels (p &lt; 0.05).
Investigation of Prospective Preschool Teachers&apos; Attitudes towards Science Education and Learning Styles
Author: Hastürk, Gamze
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Preschool Teachers,Student Attitudes,Science Education,Cognitive Style,Foreign Countries,Science Achievement,Elementary Secondary Education,Gender Differences,Instructional Program Divisions

The knowledge, skills and attitudes of prospective pre-school teacher towards science education enable more effective classroom practices and science teaching. Teaching scientific processes at an early age affects students' attitudes towards science in the coming years. In this context, this study was designed to examine the relationship between prospective pre-school teachers' attitudes towards science education and their learning styles. The study was designed as correlational survey model. The sample of this study consists of 193 (165 female, 28 male) prospective pre-school teachers studying in the first, second, third and fourth class of faculty of education of a state university. The data were collected using the &quot;The Science Teaching Attitude Scale&quot; developed by Thompson and Shringley (1986) and adapted into Turkish by Özkan, Tekkaya, and Çakiroglu (2002) and &quot;Kolb Learning Style Inventory&quot; developed by Kolb (1984) and adapted into Turkish by Evin Gencel (2007) in the spring semester of the 2019-2020 academic year. Descriptive statistical analysis and predictive statistical analysis were used in the statistical calculations of the data obtained in the study. As a result of the study, it was found that there was no statistically significant difference in the attitudes of prospective teachers towards science education according to their learning styles. In addition, it was determined that prospective pre-school teachers developed positive attitude towards science education and had different learning styles. Based on the results, suggestions have been made regarding the organization of learning environments according to learning styles and the studies that will increase the attitude levels towards science education.
Motor, Cognitive, and Socioemotional Skills among Children with Disabilities over Time
Author: Cheung, W. Catherine
Date: 2021-08-00
Type: Journal Articles
Subjects: Psychomotor Skills,Thinking Skills,Skill Development,Social Development,Emotional Development,Developmental Delays,Preschool Children,Kindergarten,Gender Differences,Ethnicity,Longitudinal Studies,Surveys,Performance Tests

Preschoolers demonstrate rapid growth in motor, cognitive, and socioemotional (SE) skills. The &quot;Early Childhood Longitude Study--Birth Cohort&quot; was used to investigate the discrepancy in fine motor, gross motor, cognitive, and SE skills between children with and without disabilities. Findings indicated that, compared with typically developing children (TDC), children with disabilities (CWD) have (a) significant discrepancies in preschool and kindergarten among these skills, (b) an increased discrepancy in fine motor and cognitive skills from preschool to kindergarten, (c) the largest gaps in gross motor skills at preschool and kindergarten, and (d) no significant change in SE gaps from preschool to kindergarten. The findings provide evidence to support the discrepancies in motor, cognitive, and SE skills between CWD and TDC that occur as early as preschool, and that these discrepancies are not getting smaller as children enter kindergarten.
Exploring How Science Process Skills Blend with the Scientific Process: Pre-Service Teachers&apos; Views Following Fieldwork Experience
Author: Molefe, Leonard
Date: 2021-05-00
Type: Journal Articles
Subjects: Science Education,Science Process Skills,Teaching Methods,Preservice Teachers,Science Teachers,Student Attitudes,Scientific Research,Teacher Education Programs,Inferences,Water,Ecology,Foreign Countries

In science education, only teachers that are competent in skills, methods and procedures relevant to a science discipline can help learners to develop scientific skills and processes associated with investigating natural phenomena. The purpose of this study was to explore views of pre-service science teachers with regard to science process skills that they had developed through various freshwater activities and the stepwise scientific process. Data were collected through a 4-part questionnaire that included various science process skills and the scientific process. Ninety-four 2nd- and 3rd-year pre-service teachers that registered for a Bachelor of Education degree participated in this study. The results from statistical analyses of the teachers' responses to skills they had developed showed prominence of observing, yet the teachers failed to link observing and communication to formulating a research question. Similar challenges were also evident in designing experiments. While the teachers were able to link science process skills to hypothesising, they experienced relative challenges in linking relevant skills to observation and drawing conclusions and making inferences. The findings suggest potential challenges to teachers on fair testing investigations in terms of questioning, designing of experiments, drawing of associated conclusions and making inferences.
Preparation of an Observation Card to Measure the Developmental Learning Difficulties among Primary School Students in Sana&apos;a City, Yemen
Author: AL-Qadri, Abdo Hasan
Date: 2021-05-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Learning Problems,Test Construction,Psychometrics,Observation,Developmental Delays,Symptoms (Individual Disorders),Disability Identification,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Test Validity,Test Reliability,Age Differences,Gender Differences,Incidence

Developmental learning difficulties are among the prevalent exceptionalities school learners have today. In this regard, identification and placement are among the facilitators of later successful intervention for these groups of learners (WestOlatunji, Shure, Pringle, Adams, Lewis &amp; Cholewa, 2010). However, there are not enough resources such as tools to measure the learners' difficulties (Alim, Abdallah, Ramaroson, Sidikou &amp; Van de Wiel, 2007) available. The tools, which objectively help a professional to identify a learner's level of difficulty is an essential resource, however, they are scarce. With this study we aimed to develop an observation card to determine the prevalence of developmental learning difficulties among primary school students in Sana'a City, Yemen. A 24-item tool was used and analysed to test its psychometric properties. A total of 238 students with ages ranging from 6 to 13 years participated in the study. The findings of the study suggest the final formulation of the items to be included in the observation card that can measure the prevalence of this exceptionality through the use of observation scores. The observed raw score had been standardised by its deviation from the sample's mean. Further, the findings reveal that there were statistically significant differences in the respondents' level of difficulties in terms of their gender and grade. Recommendations of the study are presented in this article.