ethanporcaro/eric-fulltext-meta huggingface dataset:
Positive Psychology in Emergency Distance Education in Saudi Arabia during the Pandemic and Beyond
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,College Students,Student Attitudes,Teacher Attitudes,College Faculty,Online Courses,Barriers,Student Participation,Psychology,Positive Attitudes,Student Interests,Self Efficacy,Anxiety,Psychological Patterns,Coping,Well Being,Foreign Countries

Due to the COVID-19 Pandemic, there was a sudden transition from face-to-face to distance learning (DL) at Saudi schools and universities. 55% of students surveyed were dissatisfied with DL, online communication and had difficulty understanding the course material. Students showed low self-efficacy, engagement and motivation, a negative role and absence of goals. They were mostly concerned about passing with exams. Starting Fall 2021, Saudi universities resumed face-to-face instruction in combination with DL on alternate days. Unlike the past 3 semesters, instructors and students join their online classes from campus, not home. The instructors are still complaining of students' lack of interest, engagement, and interaction in online classes. Students are still inattentive and uninterested in class participation. Instructors' survey showed unfamiliarity with positive psychology and how its principles can be applied in DL courses. To enhance college students' self-efficacy, interest, interaction, and engagement in DL, and help students become happy and relaxed learners, overcome their anxiety, this study proposes the integration of positive psychology and gives practical guidelines to develop positive attitudes, positive thinking, build students' resilience and teach them how to cope with and manage challenging learning situations in DL by setting clear teaching and learning goals, standards for passing courses, sending positive messages, writing success stories, providing moral support, reading self-help books, watching self-improvement videos and giving positive feedback. It also gives sample activities for increasing students' engagement, interaction, and communication.
Mathematical Learning Package Utilizing SQRQCQ Strategy in Improving Worded Problem-Solving Skills
Author: Aguila, Darlene Mae E.
Date: 2020-06-25
Type: Dissertations/Theses - Masters Theses
Subjects: Mathematics Instruction,Correlation,Reading Comprehension,Problem Solving,Grade 3,Elementary School Students,Instructional Effectiveness,Reading Strategies,Scores,Accuracy,Usability,Word Problems (Mathematics),Foreign Countries

This study intended to improve the worded problem-solving skills of Grade Three pupils by using the developed Mathematical Learning Package utilizing Survey Question Read Question Compute Question (SQRQCQ) strategy. Specifically, it determined the significant difference on the level of performance of the respondents before and after utilizing SQRQCQ strategy and evaluated the level of acceptability of the learning package as to content, accuracy and usability. It employed quantitative-correlational method and one-group pretest-posttest design. Thirty-four (34) pupils served as the respondents of the study. The gathered data revealed that the pupils' level of competence in solving worded problems got a mean score of 13.15 classified as beginning while their reading comprehension obtained a mean score of 12.06 which fell on &quot;frustration level&quot; description. A significant relationship between the level of competence in solving worded problems and reading comprehension skills was also determined as indicated in pearson-r value of 0.772 which is higher than the critical value of 0.339. Further, a significant difference on the level of performance in solving worded problems was evident upon the analysis of pretest/posttest as revealed in the t-test value of 13.103 at 0.05 significance level. Likewise, a significant difference on the level of performance in reading comprehension was also proved as it gained a computed t-test value of 11.453 at 0.05 significance level. Certainly, utilization of SQRQCQ strategy fosters improvement in worded problem-solving skills. Thus, the Mathematical Learning Package has been &quot;strongly accepted&quot; among experts. It is advisable for use of Mathematics teachers in Grade 3.
High School English Language Arts Teachers and Postsecondary Outcomes for Students with and without Disabilities
Author: Theobald, Roddy J.
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Arts,English Teachers,Students with Disabilities,High School Students,Teacher Qualifications,Educational Attainment,Grade 10,Teacher Effectiveness,College Attendance,College Graduates,Value Added Models,Predictor Variables,Employment Level,Outcomes of Education,Student Characteristics

We used longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher qualifications and the high school and postsecondary outcomes of their students, and whether these relationships differed for students with and without disabilities. We found that students assigned to 10th-grade ELA teachers with higher value added had better test scores, were more likely to graduate on-time, and were more likely to attend and graduate from a 4-year college than observably similar students assigned to 10th-grade ELA teachers with lower value added. We also found that many of these relationships varied for students with and without disabilities, as 10th grade ELA teacher value added was more positively predictive of on-time graduation and 4-year college attendance for students without disabilities, but more positively predictive of 2-year college attendance and employment within 2 years of graduation for students with disabilities.
Addressing Educational Inequalities and Promoting Learning through Studies of Stress Physiology in Elementary School Students
Author: Obradovic, Jelena
Date: 2020-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Stress Variables,At Risk Students,Poverty,Physiology,Student Behavior,Cognitive Processes,Stress Management,Intervention,Cognitive Ability,Teacher Behavior,Classroom Environment,Environmental Influences,Metacognition,Arousal Patterns,Teacher Student Relationship,Neurology,Elementary School Students

To be ready to learn, children need to be focused, engaged, and able to bounce back from setbacks. However, many children come to school with heightened or diminished physiological arousal due to exposure to poverty-related risks. While stress physiology plays a role in explaining how adversity relates to processes that support students' cognitive development, there is a lack of studies of physiological stress response in educational settings. This review integrates relevant studies and offers future directions for research on the role of stress physiology in the school adaptation of elementary school students, focusing on these important questions: (a) What are the links between physiological stress response and learning-related skills and behaviors, and do they vary as a function of proximal and distal experiences outside of school?; (b) How are school experiences associated with students' physiological stress response and related cognitive and behavioral adaptations?; and (c) How can we leverage measures of students' physiological stress response in evaluations of school-based interventions to better support the school success of every student? We hope to stimulate a new wave of research that will advance the science of developmental stress physiology, as well as improve the application of these findings in educational policy and practice.
Gender Differences and the Effect of Facing Harder Competition
Author: John, June Park
Date: 2017-00-00
Type: Journal Articles
Subjects: Gender Differences,Competition,High School Students,Public Schools,Mathematics Achievement,Measures (Individuals),Difficulty Level,Foreign Countries,Grades (Scholastic),Mathematics Tests,Student Characteristics,Sex Stereotypes,Parent Background,Educational Attainment,Self Concept,Student Attitudes

Gender differences in competition have been demonstrated in a variety of contexts, yet it remains unclear how people respond to competitors they perceive to be hard or easy, and whether gender differences exist in this response. I run an experiment in eighteen public high school classrooms to study the effect of competing in a math task against different levels of competitors. I exploit natural sorting within grade levels in Malaysian public schools to randomly assign competitors of different perceived difficulty levels. Using a standard competition measure, males are significantly more competitive than females. However, when students face harder competitors, males respond by lowering performance while the performance of females does not vary significantly by level of competition.
School Heads&apos; Instructional Supervisions and Its Impact on Teachers&apos; Job Satisfaction
Author: Baggay, Cylve T.
Date: 2021-03-00
Type: Journal Articles
Subjects: Job Satisfaction,Administrator Attitudes,Teacher Attitudes,School Supervision,Instructional Leadership,Teacher Administrator Relationship,Foreign Countries,Elementary School Teachers,Intervention,Predictor Variables,Classroom Observation Techniques,Portfolios (Background Materials),Measures (Individuals),Elementary Secondary Education

This paper sought to determine the impact of School heads' instructional supervision on Teachers' Job Satisfaction. The participants were the Elementary School Teachers in the City Schools Division of City of Malolos, Bulacan. The study made use of standardized instruments as the primary data gathering tool. To gather significant information, two different survey questionnaires were utilized to examine School Head's Instructional Supervision and the Teacher's Job Satisfaction. Regression analysis was used to determine the relationship that exists between variables. The result indicates that School Head's instructional supervision in terms of Designing various interventions is statistically significant with a p-value of 0.043, less than the significance level of 0.05 a while the three indicators (Classroom Observation, Portfolio Supervision, and Identifying Strengths and Limitations) are correlated with teachers' job satisfaction but not to a significant extent. The analysis of variance revealed an F-value of 3.761 with a p-value of 0.008 less than the significance alpha of 0.05. This means that all four predictor variables jointly impact teachers' job satisfaction, but the best predictor is designing various interventions.
English Learners in Illinois, SY 2019-20. Statistical Report
Author: Illinois State Board of Education
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,Enrollment,Bilingual Education,Counties,Second Languages,Native Language,Instructional Program Divisions,Racial Differences,Ethnicity,Students with Disabilities,Individualized Education Programs,Instructional Design,Standardized Tests,Language Arts,Academic Achievement,Mathematics Achievement,Language Proficiency,Teacher Certification,Elementary Secondary Education,English (Second Language),Second Language Instruction

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction in English. Data for this report were extracted by the Data Strategies and Analytics Department at the Illinois State Board of Education from the school year 2019-20 Student Information System Enrollment, English Learner (EL) Records, and I-Star Student Approval Records. The data values were calculated based on the 2020 Report Card Snapshot. This report provides statistics regarding: (1) English Learner Enrollment per Type of Program; (2) Endorsements of Teachers Serving English Learners; (3) EL Student Enrollment by County; (4) EL Student Count by Language; (5) Top 50 Native Languages; (6) EL Student Count by Grade and Race/Ethnicity; (7) EL Students with Individualized Education Programs; (8) EL Student Count by Instructional Design; (9) EL Student Performance on ACCESS; and (10) EL Student Performance on State ELA and Math Assessments. [This report was produced by the Illinois State Board of Education's Multilingual Department and the Data Strategies and Analytics Department.]
Leading from the Middle: How Principals Rely on District Guidance and Organizational Conditions in Times of Crisis
Author: Kaul, Maya
Date: 2022-00-00
Type: Journal Articles
Subjects: Principals,Instructional Leadership,Urban Schools,School Districts,Guidance,COVID-19,Pandemics,Educational Change,School Administration,Compliance (Psychology),Middle Management,Administrator Role,Decision Making,Organizational Learning

COVID-19 has presented unprecedented challenges to schools, leaving principals to lead rapid organizational change with limited guidance or support. Drawing on interviews from a larger, national study of principals at the onset of the COVID-19 pandemic, we analyzed the experiences of 20 principals in four large, urban school districts--Boston, Denver, New York, and San Diego. We found that principals relied on both district guidance and preexisting school structures and conditions as they led through the crisis. Although no principals were satisfied with district guidance, principals responded to guidance on a spectrum--from abiding, to challenging, to subverting guidance. Principals' responses were associated with their perceptions of the internal capacities of their schools, as well as the district guidance. Our findings support an emergent typology of principals as middle managers during crisis, which sheds light on how principals act as middle managers and how districts can support their work.
Social-Psychological Interventions in College: A Meta-Analysis of Effects on Academic Outcomes and Heterogeneity by Study Context and Treated Population
Author: Solanki, Sabrina
Date: 2020-00-00
Type: Journal Articles
Subjects: College Students,Intervention,At Risk Students,Program Effectiveness,Academic Achievement,Student Motivation,Sense of Community,Outcomes of Education

We conducted a meta-analysis to examine the relationship between social-psychological interventions in college and student success. The overall effects of social-psychological interventions were moderate, but particularly effective for at-risk student groups. We also found that interventions were less effective when implemented at broad-access institutions. Lastly, interventions were more effective when administered in a lab setting as compared to a natural setting, such as a classroom.
Using Lego BricQ Motion to Teach Science Concepts in Force and Motion
Author: McAllister, Deborah A.
Date: 2022-02-28
Type: Reports - Research
Subjects: Toys,Teaching Methods,Science Instruction,Scientific Concepts,Physics,Workshops,Elementary School Teachers,Middle School Teachers,Preservice Teachers,Faculty Development

This program focused on exploring science and mathematics content and pedagogy for elementary and middle grades, pre-service teachers, including those students preparing to teach in regular and exceptional education classrooms. A total of 31 individuals participated in one or more workshops. The activities contained within the Lego BricQ Motion Essential kit and the Lego BricQ Motion Prime kit comprised the content of the workshops, and emphasized force and motion concepts. All activities were correlated to kindergarten through eighth-grade Tennessee academic standards for science, mathematics, and English language arts. The program timeline included three spring 2021 Saturday sessions and two spring 2022 Saturday sessions. Participants indicated the need for classroom-based activities to be taught through active methods and to be related to real-world concepts. The program was funded through the Tennessee Space Grant Consortium.
Increasing Generalizability via the Principle of Minimum Description Length
Author: Bonifay, Wes
Date: 2022-02-10
Type: Reports - Research
Subjects: Statistical Analysis,Models,Goodness of Fit,Evaluation Methods,Generalizability Theory,Selection,Data Collection

Traditional statistical model evaluation typically relies on goodness-of-fit testing and quantifying model complexity by counting parameters. Both of these practices may result in overfitting and have thereby contributed to the generalizability crisis. The information-theoretic principle of minimum description length addresses both of these concerns by filtering noise from the observed data and consequently increasing generalizability to unseen data. [This paper was published in &quot;Behavioral and Brain Sciences&quot; v45 Article E5 2022.]
Coaching Behaviors to Impact Interpersonal Communications and Athlete Coping Skills among Undergraduate Populations
Author: Stille, Trey
Date: 2021-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Coaching (Performance),College Athletics,Athletes,Christianity,Religious Colleges,Behavior,Interpersonal Relationship,Interpersonal Communication,Coping,Undergraduate Students,Mental Health

The effects of coaching behaviors were examined in a survey of intercollegiate student-athletes at a small, private Christian institution, competing in the NCAA's Division 3. The researcher set out to find how coaches are behaving to impact their interpersonal communications with, and the coping skills of, student-athletes under their tutelage. Student-athletes stated that they have been both positively and negatively affected by the past behaviors of their coaches throughout their playing careers. Quantitative data suggests that an overwhelming majority of student-athletes surveyed, believe their coaches have had an impact on their coping skills, both positively and negatively. Qualitative data suggests that student-athletes can pinpoint behaviors exhibited by coaches and speak to the positive or negative impact of those behaviors. Together, these findings can help guide the future of coaching and how coaches choose to interact with their student-athletes, knowing the implications of their daily behaviors.
Facilitating Growth Mixture Model Convergence in Preventive Interventions
Author: McNeish, Daniel
Date: 2021-06-08
Type: Reports - Research
Subjects: Prevention,Intervention,Growth Models,Program Effectiveness,Research Methodology,Multivariate Analysis,Sample Size,Life Style,Diabetes,At Risk Persons,Hispanic Americans,Adolescents,Obesity,Health Promotion

Growth mixture models (GMMs) are applied to intervention studies with repeated measures to explore heterogeneity in the intervention effect. However, traditional GMMs are known to be difficult to estimate, especially at sample sizes common in single-center interventions. Common strategies to coerce GMMs to converge involve post-hoc adjustments to the model, particularly constraining covariance parameters to equality across classes. Methodological studies have shown that although convergence is improved with post-hoc adjustments, they embed additional tenuous assumptions into the model that can adversely impact key aspects of the model such as number of classes extracted and the estimated growth trajectories in each class. To facilitate convergence without post-hoc adjustments, this paper reviews the recent literature on covariance pattern mixture models, which approach GMMs from a marginal modeling tradition rather than the random effect modeling tradition used by traditional GMMs. We discuss how the marginal modeling tradition can avoid complexities in estimation encountered by GMMs that feature random effects and we use data from a lifestyle intervention for increasing insulin sensitivity (a risk factor for type 2 diabetes) among 90 Latino adolescents with obesity to demonstrate our point. Specifically, GMMs featuring random effects -- even with post-hoc adjustments -- fail to converge due to estimation errors whereas covariance pattern mixture models following the marginal model tradition encounter no issues with estimation while maintaining the ability to answer all the research questions. [This paper will be published in &quot;Prevention Science.&quot;]
Incorporating Indigenous &quot;Bukre&quot; Game into Mathematics Lessons: A Teaching Experiment
Author: Akayuure, Peter
Date: 2016-01-00
Type: Journal Articles
Subjects: Junior High School Students,Indigenous Knowledge,Teaching Methods,Mathematics Instruction,Probability,Culturally Relevant Education,Game Based Learning,Foreign Countries,Mathematical Concepts,Concept Formation

One major drawback to the curriculum demand for the use of indigenous games in mathematics classrooms is the inability of most teachers to identify the mathematics in these games and consequently incorporate them when teaching specific mathematics content. The primary purpose of the study is therefore to analyze and show how the indigenous &quot;bukre&quot; game could be incorporated into the teaching and learning of probability concepts in junior high school mathematics. Forty-five pupils from Vea Junior High School and a 79-year old knowledgeable man were purposively engaged in &quot;bukre&quot; game and data were gathered by participant observations and interviews. A comparative analysis uncover that, similar to the classical experiment of tossing a coin, a variety of probability concepts surrounds &quot;bukre&quot; game. It is also observed that the game can promote pupils' native conception of probability, intrinsic motivation, friendly classroom dialog and interactions. Implications were discussed within the framework of projecting the use of indigenous games and knowledge systems in teaching and learning mathematics.
What Can We Learn about College Retention from Student Writing?
Author: McCaffrey, Daniel
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: College Students,School Holding Power,Writing Ability,Writing Evaluation,Automation,Prediction,At Risk Students

Low retention rates in college is a policy concern for US postsecondary institutions, and writing is a critical competency for college (Graham, 2019). This paper describes an exploratory writing analytics study at six 4-year universities aimed at gaining insights about the relationship between college retention and writing. Findings suggest that AWE is useful for exploring the relationship between college retention and writing, and have implications for gathering diagnostic retention analytics from student writing.
Benefits of Arts Integration: Rationale and Recommendations for Arts Integration in Academic Coursework
Author: Heiman, Allie
Date: 2020-08-12
Type: Dissertations/Theses - Masters Theses
Subjects: Art Education,Educational Strategies,Integrated Curriculum,Social Emotional Learning,Academic Achievement,Learner Engagement,School Holding Power,Curriculum Implementation,History Instruction,Science Instruction,English Instruction

An education in the arts (dance, media arts, music, theater, and/or visual arts) provides students with quantifiable social, emotional, and academic benefits. Through arts integration, teachers of academic subjects such as Math, History, Science, and English can incorporate elements of the arts into their classrooms as strategies to teach their discipline content. This literature review synthesizes research on the social, emotional, and academic benefits of arts integration and provides recommendations for implementing arts integration practices in the classroom. As schools consider expanding learning options for students, and teachers seek out opportunities to incorporate social and emotional learning into their classrooms, arts integration practices provide a way to integrate these experiences into the classroom while also providing additional academic resources.