ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessment of Two Engineering Courses in Architectural Engineering Program in UAE University Based on the Comparison of the Students Results with the Students and the Instructors Opinions
Author: Khoukhi, Maatouk
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Satisfaction,Engineering Education,Architecture,Student Attitudes,Teacher Attitudes,College Faculty,Undergraduate Students,Acoustics,Lighting,Electronic Equipment

The present study examined the level of outcome satisfaction of two main engineering courses taken by students in the Architectural Engineering department (AE) by evaluating the students' satisfaction result (SR), the attained level of the students' opinions (SO), and the instructors' opinions (IO). The AE program in United Arab Emirates University is one of the departments in the College of Engineering accredited by the Engineering Accreditation Commission of ABET which provides assurance that a College or University program meets the quality standards of the profession for which that program prepares graduates. The AE program offers a wide range of engineering courses at different levels from sophomore level to senior level. All the engineering courses are mainly prerequisites to the Capstone Engineering Design Project which builds on the outcomes of all courses to perform detailed design and cost estimates of the selected alternative solutions to a well-defined engineering problem. The two courses considered in this study are Building Electrical Circuits and Building Acoustics and Lighting. New assessment parameters which are the student course outcome satisfaction coefficient (SCOSC) and the mean absolute deviation around a central point (AMD) have been introduced in this paper. These two parameters are calculated based on the comparison of the students' satisfaction results with both students' opinions and insructors' opinions, and compare the mean absolute deviations of the students' direct results with the students' opinions and the instructors' opinions, respectively. Indeed, the course learning outcomes (CLOs) of the SR of some sections for both courses show higher attainment compared with the SO and IO.
Saudi Special Educators&apos; Perceptions of Applied Behavior Analysis for Students with Autism
Author: Almutlaq, Hajar
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Students with Disabilities,Autism,Pervasive Developmental Disorders,Behavior Problems,Applied Behavior Analysis,Behavior Modification,Special Education Teachers,Teacher Attitudes,Barriers,Intervention,Evidence Based Practice,Educational Environment,Child Care Centers,Inclusion

Students with disabilities, especially those with Autism Spectrum Disorder, are more likely to display problem behaviors in the classroom for a variety of reasons. Applied Behavior Analysis is one of the most effective practices for managing such behaviors. This study aims to examine special education teachers' perspectives of behavior management strategies such as those of ABA in Saudi Arabia. Five special education teachers teaching students with autism in Saudi Arabia were interviewed to ascertain their perspectives on behavior management strategies and Applied Behavior Analysis practices. This qualitative study investigated the challenges they faced coping with students with autism exhibiting problem behaviors and their understanding of the most common strategies used for behavior management. Finally, the study discusses the understanding of one of the most effective evidence-based practices--Applied Behavior Analysis--and the insight it provides into in-service teacher support programs from the teachers' perspectives. Implications and directions for future research are provided as well.
Examining of the Exam Anxiety of 12th Grade Students Doing and Not Doing Sports in High Schools in Düzce
Author: Turegun, Emre
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Anxiety,Grade 12,High School Students,Athletics,Student Athletes,Gender Differences,Time,Student Participation

In this work, it was intended to investigate the exam anxiety of 12th grade students doing and not doing sports in high schools in Düzce. Exams might be a compelling process that creates excitement and stress. All student experiences the impacts of anxiety in different manners during the exam period. Experiencing a level of anxiety affects exam performance, and this reveals exam anxiety as a problem. In this study, it is going to be examined whether exam anxiety distinct among 12th grade students who do sports and those do not. A total of 400 students including 200 who do sports and 200 who do not were applied to the &quot;Test Anxiety Inventory&quot;. SPSS 21 was used for statistical analysis of the data. In this research, exam anxiety levels of 12th grade students who do sports ad who do not in high schools in Düzce were analyzed and interpreted according to different variables. In consequence of the analysis performed in terms of variables such as doing sports, gender, sportive experiences; it was concluded that the anxiety level of the female students who have been doing sports for 3-4 years is higher compared to the male students do not sports and have been doing sports for 5 years or more.
Learning-Focused Teacher Leadership: The Professional Development School (PDS) Advantage
Author: Hunzicker, Jana
Date: 2019-00-00
Type: Journal Articles
Subjects: Professional Development Schools,Partnerships in Education,Teacher Leadership,Outcomes of Education,English Language Learners,Elementary School Students,Grade 9,Algebra,Teacher Education,Instructional Innovation,Best Practices

Professional development schools (PDS), a specific type of school-university partnership, offer distinctive learning environments for teachers by encouraging innovation and modeling best instructional practices. In PDS partnerships, opportunities abound for teachers to assume learning-focused leadership roles such as team lead, instructional coach, and professional developer. Drawing from the book Teacher Leadership in Professional Development Schools, this article recounts stories of learning-focused teacher leadership in two different PDS partnerships that resulted in positive outcomes for kindergarten through fifth grade English Learners (EL) and for ninth grade algebra students. Supported by research, the stories illustrate how providing embedded support and opportunities for teacher leadership through the PDS core practices of teacher preparation, professional development, inquiry and research, and student learning is advantageous for both teachers and students.
The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program
Author: Khajornsilp, Jirawat
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teacher Education,Preservice Teachers,Physical Education Teachers,Program Development,Models,Program Content,Curriculum,Teacher Competencies,Student Evaluation,Observation,Teacher Aides,Student Teaching

The purpose of this research was to develop a pre-service teachers model in educational institutions of students in the field of physical education, Faculty of Education, a four-year program, using EDFR (Ethnographic Delphi Futures Research) techniques and focus group teaching techniques conducted by 18 experts and 12 group discussion participants with knowledge and abilities and acting as supervisors, mentors, and heads of professional experience training. The research instruments consisted of a semi-structured interview, questionnaires and group discussion guides. The statistics used in the research were median, mode and interquartile range. The results showed that the development of pre-service teachers in a four-year physical education program consisted of four themes: (a) management of the Faculty of Education, significant in the four-year format, 25 management; (b) organizing the courses, significant in the four-year format and 38 course arrangements; (c) development of students' competency, significant in the four-year format and development of the 22 competencies; and (d) assessment and feedback, significant in the four-year format and 22-character assessment and feedback.
The Perceptions of Students Learning Turkish as a Foreign Language towards &quot;Writing in Turkish&quot;
Author: Baskan, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Student Attitudes,College Students,Turkish,Second Language Instruction,Writing (Composition),Language Usage,Figurative Language,Foreign Students

This study aimed to determine the perceptions of students who learn Turkish as a foreign language towards &quot;writing in Turkish.&quot; The study was conducted using the phenomenology pattern, one of the qualitative research methods. The study sample consisted of one hundred seventy-five (175) students who were from two state universities in Turkey and learned Turkish as a foreign language in the 2019-2020 academic year. The study data were collected using an online form, and the participant students were asked to complete the statement in the form as follows: &quot;Writing in Turkish is like ……, because ……………&quot;. As a result of the research, the students generated one hundred and eleven (111) valid metaphors about &quot;writing in Turkish.&quot; Ninety (90) of them were positive, and 21 were negative. The categories with the highest number of positive responses were as follows: &quot;Writing in Turkish: an Enjoyable Task&quot; (n: 20), &quot;Writing in Turkish: an Improving Task&quot; (n: 17), &quot;Writing in Turkish: a Similar Task&quot; (n: 13) and &quot;Writing in Turkish: an Achievable Task&quot; (n: 12). The category with the most negative responses was the &quot;Writing in Turkish: a Difficult Task&quot; (n: 12).
Teaching Congruences in Connection with Diophantine Equations
Author: Viliam, Duriš
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Equations (Mathematics),College Mathematics,Computer Science Education,Teaching Models,Instructional Effectiveness,College Freshmen,Foreign Countries,Problem Solving

The presented paper is devoted to the new teaching model of congruences of computer science students within the subject of discrete mathematics at universities. The main goal was to create a new model of teaching congruences on the basis of their connection with Diophantine equations and subsequently to verify the effectiveness and efficiency of the proposed model experimentally. The teaching of congruences was realized in two phases: acquisition of procedural knowledge and use of Diophantine equations to obtain conceptual knowledge of congruences. Experiments confirmed that conceptual understanding of congruences is positively related to increasing the procedural fluidity of congruence resolution. Research also demonstrated the suitability of using Diophantine equations to link congruences and equations. Among other things, the presented research has confirmed the justification of teaching mathematics in computer-oriented study programs.
Individual Differences in Parental Support for Numeracy and Literacy in Early Childhood
Author: Elliott, Leanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Individual Differences,Parent Attitudes,Parent Role,Numeracy,Emergent Literacy,Young Children,Family Environment,Family Income,Socioeconomic Status,Educational Attainment,Psychological Characteristics,Enrichment Activities,Gender Differences,Age Differences,Correlation

Past research has examined parental support for children's math and reading skills in the early years through parents' reports of their activities with their children in somewhat inconsistent ways. In this study, we use data from a large sample of parents (n = 259; 103 males) collected through Amazon's Mechanical Turk to examine dimensions of parental enrichment in both support for literacy and numeracy skills at home. Additionally, we examine how socioeconomic resources as well as parental beliefs relate to these dimensions of the home literacy and home numeracy environment. Factor analyses revealed two dimensions of literacy activities (i.e., passive and active literacy activities) and three dimensions of numeracy activities (i.e., numeracy applications, basic numeracy, and written numeracy activities). Income was positively associated with active literacy activities, whereas parents' educational attainment was negatively associated with active literacy activities and written numeracy activities. Additionally, parental beliefs, including their beliefs about the importance of literacy and math skills as well as their perceived responsibility for teaching their children reading, math, and language skills, related to home literacy and numeracy activities in distinctive ways. These results suggest that future research should explore parental enrichment practices with greater nuance, particularly when examining associations with socioeconomic status.
Portuguese Primary and Secondary Education in Times of COVID-19 Pandemic: An Exploratory Study on Teacher Training and Challenges
Author: Henriques, Susana
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Elementary School Teachers,Secondary School Teachers,Teacher Education,Educational Technology,Technology Uses in Education,School Closing,Faculty Development,Barriers,Teacher Attitudes,Teaching Methods,Distance Education,Technological Literacy,Teacher Competencies,Adjustment (to Environment)

The discussion about the use of digital technologies in education is not new. However, the COVID-19 pandemic and the total closure of schools around the world, that forced millions of students to attend their classes from home, has demonstrated the importance of this discussion. It has highlighted the need to revisit debates about the interactions between technology and education, and the added value of digital resources to enhance the educational process. This article, based on an exploratory analysis, aims to understand how the transition from face-to-face to digital was accomplished in Portuguese primary and secondary education, namely regarding teacher training and the difficulties experienced during the emergency remote education period. The data analysed in this article were collected through an online questionnaire, disseminated through online social networks, and answered by 136 Portuguese primary and secondary education teachers. The questions focused on this article were open-ended, and the information collected was analysed using content analysis methodology. The results show how teachers have been forced to modify their pedagogical work, the importance of training, and the inherent challenges and critical reflections associated with the process, as well as the opportunities presented in a post-pandemic educational reality.
Translating Research to Practice on Individual and Collective Mathematics and Science Identity Formation: Pedagogical Recommendations for Teachers
Author: Hite, Rebecca
Date: 2019-00-00
Type: Journal Articles
Subjects: Research and Development,Theory Practice Relationship,Identification (Psychology),Elementary Secondary Education,Mathematics Education,Science Education,Collectivism,Affordances,Communities of Practice

Recruiting students to science and mathematics fields continues to be a nationwide issue, resulting in a dearth of individuals to fill these present and future careers. Novel interventions, especially within the K-12 space, call for a move from content acquisition to the formation of individuals' identity that particularly fosters science and math interest and persistence. Identity research has evidenced results, yet greater communication is needed between the research and practitioner communities to realize the potential of cultivating collective science and mathematics identities in the classroom. In this paper, we bridge these spaces by describing the potential student affordances beyond individual identity formation to that of collective (classroom-level) identity formation considerations by K-12 teachers' within mathematics and science. Specifically, we explore how traditional K-12 classroom structures may reinforce stereotypes and hinder collective mathematics and science identity formation, whereas reform-oriented classroom structures that employ legitimate peripheral participation within a community of practice enable them. Last, we recommend pedagogical interventions to practitioners that promote collective student opportunities to co-construct skills specific to mathematics and science communities as a strategy to foster collective mathematics and science identities. Collective identity formation can provide K-12 classroom teachers pedagogical strategies for additional opportunities or enhanced experiences for students to co-construct and reinforce individual identities in math and science.
Teachers&apos; Preparedness and Professional Learning about Using Educational Technologies during the COVID-19 Pandemic
Author: Webb, C. Lorraine
Date: 2021-00-00
Type: Journal Articles
Subjects: Readiness,Faculty Development,Educational Technology,COVID-19,Pandemics,Distance Education,Electronic Learning,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education,Self Efficacy,Technological Literacy,Web Based Instruction,Teacher Attitudes,Teaching Experience

The COVID-19 pandemic has impacted education at multiple levels over the last ten months. One common thread that has remained is the online learning and meeting platform for teachers, students, administrators, and families. This study reports on a survey of 560 K-12 educators across one southernmost part of a south-central state who shared their levels of preparedness during the transition to virtual learning in the Spring of 2020/amid the COVID-19 pandemic. Data analysis revealed that educators continued to focus on professional development during the summer of 2020 in preparation for the new academic year. Additional analysis showed that participants' self-efficacy of using technology to teach online remained high. This demonstrated the resiliency and adaptability of K-12 classroom teachers in the face of immediate changes affecting their pre-conceived notions of how a classroom looks and how learning is obtained.
Teaching during a Pandemic: Physical Educators&apos; Reflections on Teaching Remotely
Author: Foye, Brandon
Date: 2021-00-00
Type: Journal Articles
Subjects: Web Based Instruction,COVID-19,Pandemics,Physical Education Teachers,Reflection,Teacher Attitudes,Distance Education,Elementary Secondary Education,Videoconferencing,Teaching Methods,Instructional Effectiveness,Barriers,Personal Autonomy,Accountability,Socialization

This study documents the lessons learned of K-12 physical educators as they shifted from in-person to remote learning in spring 2020, as a result of the coronavirus pandemic. Fifteen K-12 physical educators participated in semi-structured interviews, utilizing online virtual meeting software. Questions centered around their processes of, and experiences with remote teaching. A constructivist lens was utilized to analyze participant responses. The need for lesson simplicity and student autonomy were common themes among the participants, as were challenges related to student accountability. Participants also agreed that opportunities for student socialization were difficult to replicate in the online environment. Despite differing approaches to remote teaching in this unique circumstance, several common themes emerged which can be applied in the future to help chart success in online physical education programs.
Is It Suitable to Use the Same Categorization in Rating Scales When Applied to Students with Distinctive Levels of Achievement?
Author: Akour, Mutasem M.
Date: 2021-08-00
Type: Journal Articles
Subjects: Rating Scales,Classification,Attitude Measures,Foreign Countries,International Assessment,Science Achievement,Grade 8,Scientific Attitudes,High Achievement,Low Achievement

This study examined the efficiency of using the same rating scale categories in measuring affective constructs for students with distinctive levels of achievement. Data used in this study came from the Trends in Mathematics and Science Study (TIMSS) 2011, as a case, on the three scales that were designed to measure eighth graders' attitudes towards science. Data from the four higher and the four lower science performing countries were analyzed using Rasch model. Results revealed that the use of a four-point rating scale appears to be appropriate for some of the higher performing countries; however, it was not appropriate for the lower performing countries. In addition, category functioning and distances between threshold estimates differed by whether the country was a higher or a lower performing country; distances between threshold estimates were too close for the lower performing countries as compared to the higher performing countries. The findings of the current study question the utility of using these scales for a cross-national sample and deducing results concerning the samples' agreeability to the construct of attitudes towards science.
Learners&apos; Performance in a MOOC on Programming
Author: Feklistova, Lidia
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Educational Technology,Programming,Learner Engagement,Performance,Barriers,Resilience (Psychology),Foreign Countries,Student Evaluation,Tests,Dropouts,Academic Achievement

In every course, there are learners who successfully pass assessments and complete the course. However, there are also those who fail the course for various reasons. One of such reasons may be related to success in assessment. Although performance in assessments has been studied before, there is a lack of knowledge on the degree of variance between different types of learners in terms of scores and the number of resubmissions. In the paper, we analyse the performance in assessments demonstrated by non-completers and completers and by completers with different engagement levels and difficulty-resolving patterns. The data have been gathered from the Moodle statistics source based on the performance of 1065 participants, as regards their completion status, the number of attempts made per each programming task and quiz, and the score received per quiz. Quantitative analysis was performed with descriptive statistics and non-parametric tests. Non-completers and completers were similar in resubmissions per quiz, but the former, expectedly, made more resubmissions per programming task and received lower quiz scores. Completers made more attempts per task than per quiz. They could provide a correct solution with a few resubmissions and receive good scores already at a pragmatic engagement level. At the same time, the increased use of help sources in case of difficulties was also associated with a higher number of attempts and lower quiz scores received. The study may have implications in understanding the role of assessments in dropouts and how completers with different engagement and difficulty-resolving patterns cope with assessments.