ethanporcaro/eric-fulltext-meta huggingface dataset:
Fostering Engagement, Reflexivity, and 21st-Century Skills in Middle School: A Pilot Collaborative Action Research on Identity Formation with Adolescent Co-Researchers
Author: Haag, Pascale
Date: 2022-00-00
Type: Journal Articles
Subjects: Learner Engagement,Reflection,21st Century Skills,Middle School Students,Action Research,Participatory Research,Social Emotional Learning,Foreign Countries,Student Attitudes,Gender Differences

Identity construction during adolescence constitutes a primary psychosocial developmental task. A growing body of research has addressed the importance of school education in fostering adolescents' identity formation and the skills they need to thrive. Although several studies aimed at defining the factors contributing to a coherent, stable, and integrated identity formation, none sought to investigate this question from the adolescents' perspective. This contribution aimed to explore new ways of fostering 21st-century skills among adolescents through action research. Five adolescents aged 13 to 15 participated in the research process, creating a survey to answer a research problem mainly focused on identity construction in adolescence. A reflexive analysis of the co-research process highlighted the interest in involving adolescents as co-researchers to foster their social and emotional skills. The deployment of the resulting survey in a sample of 1210 adolescents from the general population highlighted the importance of gender diversity for constructing various dimensions of identity.
Creativity and Artificial Intelligence--A Student Perspective
Author: Marrone, Rebecca
Date: 2022-00-00
Type: Journal Articles
Subjects: Creativity,Artificial Intelligence,21st Century Skills,Student Attitudes,Secondary School Students,Technology Integration,Positive Attitudes,Negative Attitudes,Fear,Student Reaction,Adoption (Ideas),Interpersonal Competence,Emotional Response,Computer Attitudes,Foreign Countries,Time Factors (Learning)

Creativity is a core 21st-century skill taught globally in education systems. As Artificial Intelligence (AI) is being implemented in classrooms worldwide, a key question is proposed: how do students perceive AI and creativity? Twelve focus groups and eight one-on-one interviews were conducted with secondary school-aged students after they received training in both creativity and AI over eight weeks. An analysis of the interviews highlights that the students view the relationship between AI and creativity as four key concepts: social, affective, technological and learning factors. The students with a higher self-reported understanding of AI reported more positive thoughts about integrating AI into their classrooms. The students with a low understanding of AI tended to be fearful of AI. Most of the students indicated a thorough understanding of creativity and reported that AI could never match human creativity. The implications of the results are presented, along with recommendations for the future, to ensure AI can be effectively integrated into classrooms.
School Readiness Test and Intelligence in Preschool as Predictors of Middle School Success: Result of an Eight-Year Longitudinal Study
Author: Józsa, Krisztián
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,School Readiness,Intelligence Tests,Preschool Children,Middle School Students,Predictor Variables,Academic Achievement,Longitudinal Studies,Grade 6,Reading Achievement,Mathematics Achievement,Grade Point Average,Mothers,Parent Background,Intelligence,Intelligence Quotient

Research has shown that the development of cognitive and social skills in preschool predicts school readiness in kindergarten. However, most longitudinal studies are short-term, tracking children's development only through the early elementary school years. This study aims to investigate the long-term impact of preschool predictors, intelligence, and mothers' education on grade six school performance. This study presents the results of an eight-year-long longitudinal study. The sample includes 202 Hungarian children (89 boys) from a disadvantaged region of southeastern Hungary. The independent variables were the preschool measures: DIFER (Diagnostic System for Assessing Development), a widely used, standardized school readiness test that measures cognitive and social skills; the Raven intelligence test; and socioeconomic status. The dependent variables in grade six were: National Standardized tests in math and reading (NABC, National Assessment of Basic Competencies) and school grades (GPA). Cronbach's alpha reliability of each test is above 0.76. Correlations and a series of multiple regressions were used for analysis. All three independent variables have significant predictive power for school performance in sixth grade. DIFER skills were the best predictors for reading achievement, intelligence for math achievement, and GPA was best predicted by mothers' education. The results show that developing preschool skills, mothers' education and IQ in preschool are essential to long-term learning success.
Estimation of Person Ability under Rapid and Effortful Responding
Author: Sideridis, Georgios
Date: 2022-00-00
Type: Journal Articles
Subjects: Guessing (Tests),Reaction Time,Item Response Theory,Aptitude Tests,Cognitive Ability,Models,Motivation,Foreign Countries

The goal of the present study was to extend earlier work on the estimation of person theta using maximum likelihood estimation in R by accounting for rapid guessing. This paper provides a modified R function that accommodates person thetas using the Rasch or 2PL models and implements corrections for the presence of rapid guessing or informed guessing behaviors. Initially, a sample of 200 participants was generated using Mplus in order to demonstrate the use of the function with the full sample and a single participant in particular. Subsequently, the function was applied to data from the General Aptitude Test (GAT) and the measurement of cognitive ability. Using a sample of 8500 participants, the present R function was demonstrated. An illustrative example of a single participant, assumed to be either a rapid responder or a successful guesser, is provided using MLE and BME. It was concluded that the present function can contribute to a more valid estimation of person ability.
The Impact of an Enrichment Program on the Emirati Verbally Gifted Children
Author: Elhoweris, Hala
Date: 2022-00-00
Type: Journal Articles
Subjects: Academically Gifted,Gifted Education,Verbal Ability,Individualized Instruction,Reading Programs,Grade 4,Critical Reading,Reading Skills,Foreign Countries,Program Effectiveness,Student Needs,Enrichment Activities,Elementary School Students

Most researchers agree that verbally gifted learners should be provided with differentiated curriculum experiences that will allow them to reach their full potential. However, research is scarce in the field. The present study examined the impact of a reading enrichment program on fourth-grade students' critical reading abilities. The program was based on the Integrated Curriculum Model (ICM). The sample consisted of forty fourth-grade verbally gifted students from a school in Dubai, who were randomly assigned to either an experimental instruction condition or a traditional instruction condition and completed pre and post-tests of language arts. A pre-and post-experimental design was used. The overall results indicated the efficacy of the differentiated enrichment program in enhancing Emirati gifted learners' critical reading abilities. The study also provides a framework for better provision and teacher training planning regarding gifted education in the UAE.
Metacognition, Mind Wandering, and Cognitive Flexibility: Understanding Creativity
Author: Preiss, David D.
Date: 2022-00-00
Type: Journal Articles
Subjects: Metacognition,Attention Control,Cognitive Ability,Creativity,Concept Formation,Creative Development

The goal of this article is to review work on mind wandering, metacognition and creativity in order to consider their relationship with cognitive flexibility. I introduce a model of the role that mind wandering and metacognition have in the generation and exploration of novel ideas and products in the creative process. I argue that managing the interaction between metacognition and mind wandering is the main role of cognitive flexibility in creativity. Furthermore, I claim that balancing the influence of metacognition during the generation and exploration of pre-inventive structures is a quintessential part of creativity, probably in almost any domain. Thus, I advance a general framework that can be applied to understanding how creators monitor and think about their own cognition when they engage in the generation and exploration of ideas. Additionally, I discuss the evolution of controlled and spontaneous cognition and metacognitive judgements during the development of a creative person.
Taking a Closer Look: The Relationship between Pre-School Domain General Cognition and School Mathematics Achievement When Controlling for Intelligence
Author: Ehlert, Antje
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preschool Children,Grade 2,Time Factors (Learning),Short Term Memory,Attention,Numeracy,Mathematics Achievement,Intelligence,Cognitive Ability

Intelligence, as well as working memory and attention, affect the acquisition of mathematical competencies. This paper aimed to examine the influence of working memory and attention when taking different mathematical skills into account as a function of children's intellectual ability. Overall, intelligence, working memory, attention and numerical skills were assessed twice in 1868 German pre-school children (t1, t2) and again at 2nd grade (t3). We defined three intellectual ability groups based on the results of intellectual assessment at t1 and t2. Group comparisons revealed significant differences between the three intellectual ability groups. Over time, children with low intellectual ability showed the lowest achievement in domain-general and numerical and mathematical skills compared to children of average intellectual ability. The highest achievement on the aforementioned variables was found for children of high intellectual ability. Additionally, path modelling revealed that, depending on the intellectual ability, different models of varying complexity could be generated. These models differed with regard to the relevance of the predictors (t2) and the future mathematical skills (t3). Causes and conclusions of these findings are discussed.
Influence of Teaching Styles on the Learning Academic Confidence of Teachers in Training
Author: Granero-Gallegos, Antonio
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Styles,Self Esteem,Preservice Teachers,Preservice Teacher Education,Psychological Needs,Need Gratification,Self Determination,Foreign Countries

The objective of this research was to analyze the mediation of academic engagement and the satisfaction of basic needs between teaching styles and academic confidence amongst teachers during initial training. The research design was observational, descriptive, cross-sectional, and non-randomized. In total, 920 university students in initial teacher training participated (61.85% women) (M[subscript age] = 24.73; SD = 5.34). The scales of interpersonal teaching styles, the satisfaction of basic psychological needs, academic engagement, and academic confidence were used, and a structural equation analysis with latent variables was carried out. The results highlight the important mediating role played by the satisfaction of basic psychological needs between the autonomous support style and the academic confidence of the trainee teachers. This research also highlights the importance, both for teachers and researchers, of using an autonomous support style, as well as the creation of a context for encouraging the satisfaction of basic psychological needs, to promote academic confidence in initial teacher training programs at university.
Teacher Turnover: A Continual Problem in Turkey
Author: Turhan, Mehmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Persistence,Labor Turnover,Teacher Attitudes,Teaching Conditions,Geographic Regions,Institutional Characteristics,Socioeconomic Influences,Elementary Secondary Education,Teacher Characteristics,Barriers,Intervention

This study aims to determine the reasons for teacher turnover in the Van province, Turkey, and correspondingly, to propose solutions according to teacher views. The research is based on Q Methodology, which is used to reveal organizations' typographies and to determine the issues on which the organization's members arrive at a consensus or disagree. It was determined that providing economic stimulus, together with precautions to eliminate safety concerns and transportation problems, increasing social, artistic, and cultural activities and giving extra service/precedence scores, will to some extent help to increase the average length of service for teachers working in Van. In addition, improvements related to teachers' working conditions will help to decrease teacher turnover and related problems. Regulations to decrease teacher turnover are recommended with the aim of encouraging teachers to work in turnover regions instead of keeping them in certain other working regions.
Comparison of Story-Based and Game-Based Vocabulary Teaching in Secondary School English Lessons
Author: Kesgin, Nilüfer
Date: 2022-00-00
Type: Journal Articles
Subjects: Comparative Analysis,Story Reading,Teaching Methods,Game Based Learning,Vocabulary Development,English (Second Language),Second Language Learning,Foreign Countries,Instructional Effectiveness,Secondary School Students

The aim of the study is to investigate the effects of the story-based and game-based vocabulary teaching methods on learning the English equivalents of Turkish words, using these English words in sentences and writing these English words correctly. It was also aimed to investigate the effects of these methods on English reading comprehension skills of the students. Pre-test -- post-test without control group experimental design was used in the study. The study design consisted of two groups as the Group Story and the Group Game. An achievement test prepared by the researchers was applied to both groups as a pre-test at the beginning of the research and as a post-test at the end of the research. The study was conducted in the 5th grades of a secondary school in the 2nd term of the 2014-2015 academic year. The study group consisted of 54 students, 27 students in the Group Story and 27 students in the Group Game. The study was completed in 8 weeks in total, 40 minutes per week. There was a significant difference between the pre-test and the post-test scores of each group. No significant difference was found between the mean scores of the pre-test -- post-test difference scores of the two groups. In conclusion, it is possible to say that both the story-based and game-based vocabulary teaching methods are efficient in vocabulary teaching in secondary school English lessons.
Metaphoric Perceptions of Special Education Pre-Service Teachers Regarding Assistive Technology
Author: Aslan, Cem
Date: 2022-00-00
Type: Journal Articles
Subjects: Figurative Language,Student Attitudes,Special Education Teachers,Preservice Teachers,Assistive Technology

This study aims to determine the metaphoric perceptions of special education pre-service teachers regarding the concept of assistive technology. The phenomenology pattern, one of the qualitative research approaches, was employed in this study. In this study, 81 special education pre-service teachers participated. The study used a questionnaire consisting of two parts. In the first part, the teachers' demographic information and the second part, an open-ended questionnaire in which &quot;Assistive technology is like/similar to…because...&quot; prompt exists. For the analysis of the study data, content analysis was conducted. At the end of the research, it was determined that special education pre-service teachers created 76 different metaphors for the concept of assistive technology. In general, metaphors such as &quot;friend&quot;, &quot;organ&quot;, &quot;guide,&quot; and &quot;light&quot; came to the fore. In addition, the metaphors created by the pre-service teachers were grouped under seven different themes: &quot;providing/being support&quot;, &quot;guidance&quot;, &quot;integration&quot;, &quot;facilitating life&quot;, &quot;independence&quot;, &quot;acceleration,&quot; and &quot;individualization.&quot;
The Role of Action Research in the Prevention of Violent Communication of Students
Author: Maksimovic, Jelena
Date: 2022-00-00
Type: Journal Articles
Subjects: Action Research,Prevention,Violence,Communication (Thought Transfer),Program Effectiveness,Peer Relationship,Summative Evaluation

Modern educational work requires dedication, improvement and innovation of educational practice. Being a pedagogical worker (educator, teacher) reflective practitioner is a challenge of the postmodern age in the field of upbringing and education. The aim of this article is preventive action in the aspect of violent communication through the application of action research. A total of fifteen students participated. The research included certain phases and steps that we purposefully followed. We first noticed the educational problem and focused our attention on designing activities and content. With a range of detailed and selected activities (lectures, problem situations, workshops and interactive games), we tried to act preventively in the field of violent communication. Finally, in the summative evaluation of the program effects process, an overview of the results is given before and after the research. The obtained results show that the applied contents and activities had a positive effect on students in the field of reducing and preventing violent communication. Orientation towards the development of non-violent communication must take an honorable place in the modern system of upbringing and education, because in that way forms of violent and forms of successful communication can be reduced and eliminated.
An Analysis of the Reading Motivation of Secondary School Students in Relation to Various Variables
Author: Kurnaz, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Reading Motivation,Gender Differences,Instructional Program Divisions,Recreational Reading,Purchasing,Books,Academic Achievement,Foreign Countries,Grade 5,Grade 6,Grade 7,Computer Use

This study aims to examine the reading motivation of secondary school students concerning various variables. The research was designed in a scanning model. The research was conducted with 585 participants selected based on simple random sampling method. The research data were collected by using the Reading Motivation Scale and Personal Information Form. In the analysis of the research data, parametric descriptive statistics were used because the data showed normal distribution. According to the findings obtained from the research, there was a significant difference in the reading motivation of the students in relation to gender, grade level, reading books outside the school, buying books, reading books on vacation, reading books apart from homework, using computer hours and academic success; there was no significant difference in relation to preschool education, mother's profession, number of reading books annually, family income level, family togetherness, watching television time and number of siblings.
The Evaluation of English for Specific Purposes (ESP) Program at an Engineering Faculty at a Private University in Turkey
Author: Sandal, Özgür B.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Engineering Education,English for Special Purposes,Program Evaluation,Graduate Students,Second Language Learning,Vocabulary Development,Student Needs,College Faculty

This study aims to evaluate the English for Specific Purposes (ESP) program at the engineering faculty at Toros University in Turkey. The research was based on Hutchinson and Waters' (1987) framework for ESP, and multiple sources of data collection were used. The participants of this study were 66 engineering faculty students. The study, the abridged version of the MA thesis conducted in 2018-2019 Academic Year, demonstrated that the main objective of the ESP program is to develop personal strategies for reviewing new related vocabulary, to use vocabulary in a variety of academic speaking, listening, writing and reading activities. The students' needs were grouped into three categories which are occupational, social and educational. The primary need of the engineering students is the expansion of vocabulary because they are unfamiliar with the terminology of their future professions. The majority of the students believed they were competent in grammar but needed to develop their vocabulary. Most of the students wanted to use a textbook explicitly prepared for their major study area.
Mediating Role of Organizational Learning Mechanisms in Teacher Behavior
Author: Uual, Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Behavior,Organizational Learning,Work Attitudes,Negative Attitudes,Trust (Psychology),Justice,Antisocial Behavior,Organizational Climate

The research determined the effect of teachers' organizational justice perceptions on organizational learning mechanisms, organizational cynicism, and deviant workplace behaviors. Linear regression analysis was performed to determine the effect of organizational justice perception on other variables and the Sobel test was used to test the mediating role of organizational learning mechanisms. The perception of organizational justice perception has a significant effect on organizational learning mechanisms, organizational cynicism, and deviant workplace behaviors. There is a full mediation role of organizational learning mechanisms in the effect of organizational justice perception on deviant workplace behavior; On the other hand, a partial mediation role in the effect of organizational justice perception on organizational cynicism was observed. Various suggestions were developed in light of the findings.