ethanporcaro/eric-fulltext-meta huggingface dataset:
A Valid and Reliable Scale Development Study to Determine the Problems Encountered by Teachers in the Distance Education Process
Author: Metin, Mustafa
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Barriers,Distance Education,Electronic Learning,Technology Integration,Teacher Attitudes,COVID-19,Pandemics,Foreign Countries

The aim of study is to develop a valid and reliable scale in order to determine problems encountered by teachers in distance education process. Survey research method was used in the study. The sample of research consists of 411 teachers working in different branches and recitation with distance education at the 2019-2020 academic years. In this study, it was used teachers' problems determination scale consist of 47 items as a data collection tool. In order to validity of the scale, content, construct and face validity was examined. Besides, the cronbach alpha coefficient was calculated for the reliability study. Expert opinion was taken for the content and face validity, and exploratory and confirmatory factor analysis was applied for construct validity. As a result of the exploratory factor analysis, thirteen items were removed and the scale consists of five-factor was confirmed by confirmatory factor analysis. As a result of confirmatory factor analysis, it was calculated values of RMSEA 0.046, GFI 0.83, CFI 0.93 and IFI 0.92. Besides Cronbach alpha internal consistency reliability coefficient of the scale was found 0.892. As a result, a valid and reliable scale consisting of 34-items was developed to determine problems encountered by teachers in distance education process.
English Language Teaching and Learning during COVID-19: A Global Perspective on the First Year
Author: Erarslan, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),COVID-19,Pandemics,Educational Change,Global Approach,Web Based Instruction,Internet,Access to Computers,Handheld Devices,Technological Literacy,Language Teachers,Teacher Attitudes,Student Attitudes,Outcomes of Education

The world recently witnessed the unexpected emergence of a coronavirus that caused the COVID-19 pandemic and severely impacted all aspects of human life. The sudden lockdown that came with the announcement of the pandemic affected health systems, the world economy and, inevitably, education systems across the globe. Due to the pandemic, schools and universities were closed, face-to-face education was suspended and a shift to emergency online teaching was instituted. English language training took its share in this transition and several studies were conducted to investigate the effects of the pandemic on emergency online teaching and the learning of English. This integrative literature review study analyses and synthesizes the research studies conducted between March 2020 and February 2021 to illustrate the first year of the pandemic in terms of English language teaching and learning globally. Thus, 69 research studies were selected for analysis. Findings show that the emergency online teaching and learning of English mainly created challenges due to the internet connection problems and students' access to computer or smart phones. On the other hand, contributing the teachers' digital literacy skills, the significance of online teaching and learning in case of emergency situations was highlighted as the findings showed. The studies produced conflicting results in terms of the implementation of emergency online teaching and learning practices, English language teachers and students' perceptions and attitudes, the affective, motivational and cognitive aspects, and the impact of emergency online teaching on the language development of students.
Exploring Medical Students&apos; Readiness for E-Learning and Knowledge Sharing Behaviors in Emergency Remote Learning Environments during COVID-19
Author: Korkmaz, Gunes
Date: 2021-00-00
Type: Journal Articles
Subjects: Medical Students,COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Online Courses,Readiness,Technological Literacy,Access to Computers,Computer Mediated Communication,Student Motivation,Foreign Countries,Information Dissemination,Access to Information

The rapid spread of COVID-19 pandemic has profoundly affected the educational practices all over the world and educational institutions sought ways to adapt to this unprecedented situation. The problem was that most of these institutions, educators and students were not ready for online learning environments and the stakeholders were not yet sure about how to share the knowledge in a better way. This study aims to examine the medical students' readiness for e-learning and knowledge sharing behaviors in online learning environments during COVID-19, and to analyze the relationship between these variables. The study has been designed according to correlational research methodology. The data were collected using &quot;Knowledge Sharing Behavior in Online Learning Environments Scale&quot; and &quot;E-Learning Readiness Self-Assessment Instrument&quot;. 725 medical students participated in the study. Students' readiness for e-learning and knowledge sharing behaviors were analyzed using descriptive statistics, and the relationship between the variables was modeled using multivariate regression equation. The results revealed that the students with high ability to use computer, mobile phone and tablet PC have higher readiness level for e-learning in terms of technology access, technical skills, online relationships, motivation, online skills, importance of success. Similarly, they have a higher level of knowledge sharing behaviors in online learning environments.
Faculty Publication Productivity and Collaboration in Pakistan: Using Mixed Methods to Compare Foreign and Domestic Doctoral Degree Holders
Author: Baloch, Niamatullah
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Research,Writing for Publication,Faculty Publishing,College Faculty,Productivity,Doctoral Degrees,Teacher Collaboration,Foreign Nationals

In higher education research, publication productivity and collaboration of foreign doctoral degree holders have been thoroughly examined in developed countries. However, they have been given less attention in developing countries such as Pakistan, despite their growing visibility and significance in HEIs. The purpose of this study was to examine faculty publication productivity and collaboration differences between foreign and domestic doctoral degree holders. The theoretical premise of the study was based on knowledge recombination theory and mobility approaches, and the study used a convergent parallel mixed methods design. The empirical data consist of 232 faculty members and 17 semi-structured interviews with university administrators collected from 14 public universities. The findings of the study revealed that foreign doctoral degree holders had not produced a greater total of refereed journal articles than their domestic doctoral holder colleagues. Qualitative findings also supported the quantitative findings of the study, as well as made a theoretical contribution to knowledge recombination theory and mobility approaches. Our findings suggested that mobility helps knowledge flows and knowledge gained from distant sources is significantly more creative when compared to domestic knowledge. Additionally, analysis demonstrated that certain foreign doctoral holders are particularly productive and could have benefited from unique knowledge not accessible to their domestic doctoral colleagues. The findings also recognized that those who move internationally and opt for foreign study could be beneficial for home countries and undoubtedly help institutions achieve their research excellence goals. Further discussion and implications are provided.
The Evaluation of the Social Studies Curriculum in Turkey: The Guiding Principle of Balance
Author: Ocak, Gurbuz
Date: 2021-06-00
Type: Journal Articles
Subjects: Social Studies,Curriculum Evaluation,Curriculum Development,Curriculum Design,Student Centered Curriculum,Elementary School Curriculum,Holistic Approach,Course Objectives,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries

This study investigates the social studies curriculum applied in 4th 5th 6th and 7th grades in Turkey according to the principle of balance, which is one of the guiding principles of curriculum development. The research is conducted with a case study of qualitative research methods. The research is designed with a holistic case study design. Research data were collected by the methods of the interview with social studies teachers, observation in 4th 5th 6th and 7th grades and document review of the course objectives in the social studies curriculum and analyzed by content analysis technique. The reliability of the data was calculated with the multi-degree Kappa coefficient based on the agreement between the observers and the opinion agreement for the opinions. According to the results of the study, it was found out the principle of balance was generally neglected, and there is balance with regards to the past and present, different cultures and local culture, close and distant environment, classroom and out-of-class learning while there is no balance in terms of using only written, verbal and visual materials and the other principles. The research consequently suggested recommendations to curriculum development experts and teachers to ensure the principle of balance.
Historical Development of the Undergraduate Educational Model at BIT from the Perspective of &quot;Suzhi&quot; Education
Author: Pang, Haishao
Date: 2021-03-00
Type: Journal Articles
Subjects: Educational History,Higher Education,Undergraduate Students,Foreign Countries,Educational Development,Educational Change,Talent Development,Advocacy,Models,Specialization,Educational Philosophy,Holistic Approach,Intellectual Development,Universities

From the perspective of &quot;suzhi&quot; education, this study analyses the historical development of the undergraduate educational model at Beijing Institute of Technology (BIT). It could be argued that BIT's talent-cultivating system's transformations from 1940 to 2020 echo Chinese higher education's reform and development. This study concludes that BIT has experienced four phases: (1) from advocacy for general-specialized education's integration to general education's disappearance; (2) from the rectification of specialized education to the germination of &quot;suzhi&quot; and general education; (3) the flourishing of &quot;suzhi&quot; education and general education; and (4) the establishment of the Shuyuan System. The case of BIT reflects Chinese higher education's development and the process of transforming from meritocracy to popularization. Chinese universities have changed their paradigm from emphasizing specialized education to highlighting &quot;suzhi&quot; education, as well as from focusing on training students into specialists to stressing students' holistic development.
A View of Health as a Human Right: A Snapshot from an Honors Program
Author: Longo, Peter
Date: 2021-00-00
Type: Journal Articles
Subjects: Civil Rights,Health,Health Services,Honors Curriculum,Student Attitudes,Access to Health Care,Health Insurance,College Students

This study examines implications of a rights-based perspective among honors students through the lens of healthcare. Students (n = 71) surveyed in April 2019 were asked to consider issues relating to health entitlement and government responsibility. Perspectives on local, regional, national, and global access to health care; state and national government fiscal responsibility; and rights-based approaches to health entitlement were elicited. Data indicate a propensity for understanding health as a human right among honors students. Probit regressions show a more inclusive stance on healthcare policy and a general preference toward a universal healthcare system. Acknowledging that innovative curricula can help students comprehend and tackle complex issues, the authors suggest that honors programs and practitioners are uniquely poised to help illumine political issues associated with healthcare, which are often abundant and perplexing.
Checking-In to Create Instructor-Student Immediacy in Honors
Author: Kadlecek, Cadi
Date: 2021-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Well Being,COVID-19,Pandemics,Outcomes of Education,Teacher Student Relationship,Learning Processes,Electronic Mail,College Students,College Faculty,Educational Practices

Weekly, self-evaluative briefs are used to assess students' general wellbeing during the coronavirus crisis. Authors discuss the efficacy of personalized check-ins and remote, interpersonal rapport, suggesting a positive impact on student learning outcomes.
The Game as a Strategy of Learning Chemistry among High School Students
Author: Álvarez-Herrero, Juan-Francisco
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Chemistry,High School Students,Student Projects,Active Learning,Science Instruction,Hands on Science,Foreign Countries

This study consists of a longitudinal research using an active methodology to teach the contents of the periodic table to high school students, based on project-based learning and WebQuest. The aim of this investigation is to study the relationship between learning the periodic table and the type of strategy that students choose to achieve the learning outcomes related to it. Throughout the learning process of the periodic table's chemical elements we could see that, after giving total freedom to 260 students (during 5 years of investigation) in the construction of instructional materials which helped them learn the periodic table, 195 of them chose to develop a game as a tool. There was no significant difference between genders, showing that students prefer to learn in a playful, motivating and exciting way since they felt a greater interest and had a better evaluation of what they had learned about, reaching a deeper and lasting understanding, hence, a significant learning. Gamification and learning-based games are acquiring a relevant role in education centers and teachers who apply these methodologies in pedagogical approaches have increased.
Building Bridges in Interdisciplinary Team-Taught Honors Seminars
Author: Carlin, Laurence
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Team Teaching,Honors Curriculum,First Year Seminars,College Freshmen,Thematic Approach,Instructional Effectiveness

This study presents perceived advantages of thematic, team-taught interdisciplinary seminars for first-year honors students. Two student cohorts (n = 174) surveyed in two subsequent years (2018, 2019) weigh in on the challenges and benefits of different team-teaching models. Three first-semester offerings on the themes &quot;Food,&quot; &quot;Creativity,&quot; and &quot;Social Justice&quot; are evaluated. Results indicate that most students (70.1%) recognize the understanding of multiple perspectives to be the greatest benefit of the team-taught seminar. Other perceived benefits include the acquisition of additional information (21.3), cultivation of critical thinking (13.2), and the ability to make transdisciplinary connections (10.9). Data suggest that the degree of difference between disciplines combined in a class might place restrictions on the choice of team-teaching modality. Authors conclude that while team teaching offers a varied array of benefits to students, there is no one best model.
Close Reading Responses: A Streamlined Approach to Teaching Critical-Thinking Writing in Honors
Author: Quirk, Katie
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Writing Instruction,Honors Curriculum,Scaffolding (Teaching Technique),Writing Assignments,Thinking Skills,Scoring Rubrics

This study presents a scaffold approach to building critical academic writing skills among honors students. Faced with limited instructional time, a reading-intensive curriculum, and students in need of rigorous writing instruction, a scaffold model was developed to include a series of condensed writing assignments called &quot;Close Reading Responses.&quot; Coupled with rubrics and guided peer review, these assignments allow for repetitive critical practice at various stages along a trajectory toward the final paper. Results indicate that this incremental, explicit form of writing instruction allows students to hone critical-thinking skills in a condensed manner without demanding that they produce (and instructors read) excessive volumes of writing. The author suggests that this method of writing instruction may prove useful for educators looking to empower and retain student writers (particularly those from educationally disadvantaged backgrounds) while keeping pace with content-rich curricula.
When It&apos;s More Difficult, I Just Cram More! An Exploratory Interview Study on Students&apos; Mindsets in Physics
Author: Spatz, Verena
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Physics,Study Habits,Self Concept,Foreign Countries,Self Esteem,Cognitive Style,High School Students

In the US, Dweck's research has shown that learners' beliefs about their own capability are crucial for the learning success of children and adolescents. Two ends of this spectrum can be identified: learners who believe that they need an innate talent have a so-called fixed mindset. When difficulties arise, students with a fixed mindset typically do not see any purpose in continuing to try and fail because they believe they lack the necessary talent. On the other hand, learners who believe effort and hard work are key factors to success, have a growth mindset. They typically perceive difficulties as opportunities to improve their skills and therefore, the growth mindset supports learning processes and outcomes. While there are several surveys on this general concept of mindsets, an examination within the context of physics learning has not yet taken place. For this purpose, an exploratory interview study on students' mindsets in physics was conducted in a total sample of N = 51 middle school students in Germany and Austria using a standardised interview structure. The interviews were analysed using qualitative content analysis. The results show that the concept of mindsets according to Dweck can be applied to students' beliefs about learning physics, although a majority of 60% of the students appear to be classified best as a hybrid between the fixed and the growth mindset.
Study Abroad Decision-Making of Chinese International Students: The Role of Universities&apos; International Environment and Overseas Publicity
Author: Miyoshi, Noboru
Date: 2021-03-00
Type: Journal Articles
Subjects: Study Abroad,Decision Making,Foreign Students,College Bound Students,College Choice,College Environment,Universities,Publicity,Exhibits,Global Approach,Influences,Late Adolescents,English (Second Language),Language Proficiency,Japanese,Foreign Countries

In the world today, there are 5 million international students studying abroad, including those at the universities in Japan. This research investigates the factors influencing the study abroad decision-making of Chinese international students, based on the results of two surveys and semi-structured interviews. It focuses on the universities' international environment and overseas publicity. The results were used to test the following hypothesis: &quot;Chinese international students who decide to study in English-speaking countries/regions are more affected by universities' international environment and overseas publicity than those who decide to study in non-English-speaking countries/regions, such as Japan.&quot; Sample size emerged as a limitation of this study. Thus, future research should conduct analysis based not only on the &quot;JASSO Study Abroad Fair,&quot; which provided the sample for this study, but also on a variety of study abroad fairs with larger sample sizes.
Undergraduates&apos; Self-Reported Learning Outcomes of General Education Courses: A Case Study of a Chinese Elite University
Author: Xie, Xinyi
Date: 2021-03-00
Type: Journal Articles
Subjects: Undergraduate Students,General Education,Outcomes of Education,Gender Differences,Labor Market,Cultural Capital,Graduate Study,Majors (Students),Social Sciences

Based on a conceptual framework of college impact, this article studies the impact of gender, graduation paths, family cultural capital and disciplines on undergraduates' self-reported learning outcomes of general education courses. The conclusions are as follows: female students report significantly higher learning outcomes of general education courses than male students; students who will enter the labor market after graduation report significantly higher learning outcomes of general education courses than students who will enter graduate school; students majoring in social sciences report higher learning outcomes of general education courses than students from other disciplines. Familial cultural capital has no significant influence on undergraduates' self-reported learning outcomes of general education courses. This article makes exploratory explanations of the above results from two perspectives.
Comprehensive Meta-Analysis of Attention-Deficit/Hyperactivity Disorder Psychosocial Treatments Investigated within between Group Studies
Author: Fabiano, Gregory A.
Date: 2021-10-00
Type: Journal Articles
Subjects: Attention Deficit Hyperactivity Disorder,Intervention,Positive Behavior Supports,Training,Meta Analysis,Individual Development,Parent Education,Child Behavior,Behavior Modification,Symptoms (Individual Disorders),Skill Development,Program Effectiveness

Interventions for attention-deficit/hyperactivity disorder (ADHD) include positive behavior supports (e.g., parent training, school-based contingency management, behavioral peer interventions), training interventions (e.g., organizational skills training, social skills training, etc.), and other interventions (e.g., academic accommodations/modifications, self-monitoring). There is a need to conduct a comprehensive meta-analysis of psychosocial treatments for ADHD given discrepancies between meta-analyses. The present meta-analysis reports the results of between-group studies that compared a psychosocial treatment to a control condition from 1968 to 2016. In total, 226 studies were identified that met inclusion criteria. Results of the meta-analysis were organized by treatment type, rater, and domain of outcome assessed. Results indicated considerable variability across these parameters, with the strongest effects for proximal outcomes of behavioral parent training (improvements in parenting behaviors yielded a standardized mean difference of 0.70) and improvements in child behavior following implementation of behavioral school intervention (standardized mean difference of 0.66 and 0.72 for teacher ratings of ADHD symptoms and impairment, respectively). Other interventions were not extensively studied as stand-alone approaches. Results are discussed in light of current support for the use of psychosocial interventions for individuals with ADHD.