ethanporcaro/eric-fulltext-meta huggingface dataset:
Analysis of 2015-2018 Life Studies Curricula Objectives Based on Marzano and Kendall Taxonomy
Author: Yildirim, Gülsüm
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Curriculum,Elementary School Science,Curriculum Design,Educational Objectives,Taxonomy,Foreign Countries,Curriculum Evaluation,Metacognition,Psychomotor Objectives,Primary Education,Grade 2,Grade 3,Problem Solving,Comprehension

The curriculum that changes according to the age conditions helps the individual adapt to society. One of the programs created in this context is the life studies teaching program. The objectives of the curriculums prepared gain importance in this context. This study aims to examine the 2015 and 2018 life studies curricula according to the Marzano and Kendall taxonomy; the document review method has been used. The objectives and explanations of the 2015 and 2018 life studies curricula, which were accepted by the Ministry of National Education, Board of Education and Discipline, have been examined as a document. For the analysis of the research data, the form objectives created by Marzano and Kendall have been used for evaluation. According to the results, 2015 and 2018 life studies teaching programs are generally included in the cognitive system according to Marzano and Kendall's taxonomy. The objectives in the self-system are insufficient. In addition, while there is an objective in the 2015 curriculum in the metacognitive system, there is no objective in the 2018 curriculum. In the context of knowledge, the 2015 and 2018 curricula' objectives include mental procedures and psychomotor procedures more than the information area. However, both 2015 and 2018 curriculum outcomes focus on mental procedures and psychomotor procedures of generally retrieval and comprehension levels.
Contextualizing the SAT: Experimental Evidence on College Admission Recommendations for Low-SES Applicants
Author: Bastedo, Michael N.
Date: 2022-03-00
Type: Journal Articles
Subjects: College Entrance Examinations,Low Income Students,College Applicants,College Admission,Scores,Essays,Resilience (Psychology),Persistence,Admissions Officers,Decision Making

Although it is well established that college entrance exams have become a key factor for admission to selective institutions, less is known about the influence of test scores in relation to other academic factors in the evaluation of a student's application file. This study conducts a randomized-controlled trial to determine whether providing students' test scores in context--how they perform relative to their school and neighborhood peers--increases the likelihood that admission officers (n = 321) would recommend admitting low-socioeconomic status (SES) applicants. The study also examines how including a personal admission essay that conveys grit, or ability to persevere in the pursuit of long-term goals, influences admission decision making. Admission officers in the contextual condition were significantly more likely to accept both the low-SES and high-SES applicant than those without contextual information on test scores; however, they were not more likely to accept applicants who convey grit in their personal essays. [For the corresponding grantee submission, see ED604336.]
An Examination of Graduate Theses Completed between 2010 and 2020 about Academic Procrastination
Author: Yardim, Tugçe
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduate Students,Masters Theses,Student Behavior,Time Management,Content Analysis,Doctoral Dissertations,Sampling,Research Methodology,Instructional Program Divisions

This study aims to analyze graduate theses completed between 2010 and 2020 about academic procrastination. Qualitative survey method was used in the study. In the study, document analysis was used as the analysis method. After an initial search made using &quot;academic procrastination&quot; keyword in Council of Higher Education Thesis Center's Web Page (CoHE-thesis) 97 theses completed between 2010 and 2020 were found and analyzed. Primarily, graduate theses were analyzed according to their types, topics of study, methods, number of samples and sample group distribution. Afterwards, the methods, sample distributions and sample numbers of the theses according to their types were examined. Majority of these 97 completed theses are postgraduate theses (n=83), secondly doctoral theses (n=12), and thirdly specialty in medicine theses (n=2). As for the methods used, relational method (n=68) was seen to be the most used method after which comes descriptive method (n=15), thirdly interventional method (n=6), fourthly descriptive and relational method (n=3), and fifthly relational and interventional method (n=1). As for sample groups, the most researched sample group was university students (n=49). The most researched topics in theses on the subject of academic procrastination were educational and socio-demographic characteristics. [Paper presented at the Experiential Learning Congress (Oct 23-24, 2020).]
Good to Have an Ambitious Ranking Policy, but How about the Realities? Analysing the Ranking Goals for an Emerging Higher Education Hub
Author: Yaman, Adem
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Global Approach,Universities,Achievement Rating,Reputation,Institutional Characteristics,Input Output Analysis,Scores,Educational Quality,Educational Development,Governance,Research

Within the global higher education structure, many nations have followed various strategies to become one of popular destinations for international students. Similarly, employing national strategy focusing on internationalisation, Turkey achieved to become an emerging regional hub as the tenth most popular destination for international students. Then, as its new national goal, Turkey recently announced ranking targets at the end of 2019 to have universities in the global top 100 until 2023. Therefore, Turkey's national targets present a suitable case to determine the areas of priority that are need for development and improvement in selected universities by comparing the input-output status of Turkish universities with its international competitors. Benefitting from their ranking scores and website reports, financial and human resources and scientific performance of designated universities were compared to be able to evaluate the attainability of these challenging ranking goals. The results revealed that although financial power is critical for examined universities, without talented research-workforce no chance to seriously improve ranking performance for any university. Considering its mid-profile to attract well-known international researchers, it seems Turkey as well as other emerging economies have to raise their own stars. Possible recommendations were then discussed to expedite universities' ranking performance.
Raising Youth Critical Consciousness: Exploring Critical Race Pedagogy as a Framework for Anti-Racist Programming
Author: Burgess, Deanna
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Consciousness Raising,Critical Thinking,Advocacy,Racial Bias,Social Justice,Intervention,Critical Theory,Race,Racial Identification,Adolescents,Student Characteristics,High School Students,Program Effectiveness

School counselors are challenged to cultivate critical consciousness (CC) among youth engaged in anti-racist advocacy (American School Counselor Association. (2016; Ieva et al., 2021; Moss &amp; Singh, 2015; Ratts et al., 2007; Singh et al., 2010). However, review of youth-led anti-racist initiatives reveals a lack of clarity regarding intervention factors that promote consciousness. Recognizing this void, we turn to critical race pedagogy (CRP) as a potential framework for systematizing elements of CC development within advocacy interventions. The current study examines the effects of an anti-racist youth advocacy program grounded in CRP on the development of CC. Results demonstrate significant gains in consciousness among participating adolescents and provide practical insight into the integration of CRP with anti-racist programming.
In-Service and Pre-Service Physical Education Teachers&apos; Levels of Belief in Education: A Comparative Study
Author: Balci, Tarik
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Experienced Teachers,Teacher Attitudes,Beliefs,Educational Attitudes,Physical Education Teachers,Foreign Countries,Academic Rank (Professional),Role of Education,Socialization

The aim of this study was to comparatively examine in-service physical education teachers' and preservice physical education teachers' levels of belief in education. This study, which was carried out with the participation of physical education teachers (n=266) employed in various cities of Turkey, as well as first grade (n=73) and fourth grade (n=64) pre-service physical education teachers studying at Balikesir, Manisa Celal Bayar and Mugla Sitki Koçman Universities, was conducted using a survey model. The &quot;Scale of Teachers' Levels of Belief in Education&quot; developed by Akin and Yildirim (2015) was used as the data collection tool in the research. For the data analysis, descriptive statistics, independent samples t-test, one-way analysis of variance, and Scheffé's test were utilised. As a result of the research, it was determined that physical education teachers and pre-service teachers partially believed that the general aims of education were achieved, while they believed that the aims of education related to socialisation and all-round development were achieved more than the aims of education regarding individual differences. In the study, it was found that pre-service teachers believed in education more than in-service teachers, and that teachers' professional seniority was an important factor affecting levels of belief in education. In future research, qualitative studies and mixed design studies should be conducted in order to obtain more in-depth information related to revealing the reasons for in-service teachers' and/or pre-service teachers' partial and low levels of belief in education and to suggesting solutions. Furthermore, future studies with a correlational design aimed at determining the relationships of teachers' levels of belief in education with their levels of organisational commitment, professional burnout, motivation and alienation and with their perceptions towards the profession will contribute to better understanding of the phenomenon of belief in education.
Moral Development in Early Childhood: Benevolence and Responsibility in the Context of Children&apos;s Perceptions and Reflections
Author: Yalçin, Vakkas
Date: 2021-00-00
Type: Journal Articles
Subjects: Moral Development,Early Childhood Education,Altruism,Responsibility,Preschool Children,Childrens Attitudes,Reflection,Intention,Child Behavior,Values Education,Kindergarten,Freehand Drawing

This study aimed to examine children's perceptions regarding the concepts of benevolence and responsibility in early childhood and the way they put them into practice. The study was designed according to the basic qualitative research method and consisted of 64 children between the ages of 4 and 5. The data were collected through interactive value stories, children's drawings related to the relevant values, and semi-structured interviews. The data analysis presented remarkable results, the first of which is that preschool children may have not only result-oriented but also intention-oriented moral values. The second result is that the course of behaviours related to moral values is primarily directed towards family members. As the third result, preschool children's moral values were found to appear often in their relationships with people in need and with people who are much older. Finally, the fourth result indicates that children associate moral values not only with human beings but also with nature and plants, which is a significant indicator that universal moral thinking can develop in children of this age.
Latinx Students&apos; Perceptions of School Counseling Activities: A Content Analysis
Author: Parker, Maggie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Females,High School Students,Student Attitudes,School Counseling,Counseling Techniques,Barriers,Career Development,Academic Achievement,English Language Learners,At Risk Students,Equal Education,Social Development,Individual Development,Counselor Role,Cultural Influences

This article explores 210 Latinx high school student's perceptions of school counseling activities. Using content analysis, researchers analyzed students' written answers regarding their perceptions of school counseling activities. The researchers found that Latinx students believed academic and career interventions as most important, while those addressing personal and cultural values less valuable. Implications for school counselors to provide activities aligned with Latinx students' identified needs and limitations are discussed.
School Climate and the Principal-Counselor Relationship
Author: Rock, Wendy D.
Date: 2021-00-00
Type: Journal Articles
Subjects: Principals,School Counselors,Interpersonal Relationship,High Schools,Trust (Psychology),Collegiality,Leadership Styles,Teacher Behavior,Work Environment,Correlation,Achievement,Educational Objectives,Counselor Role

The principal-school counselor relationship and school climate were explored with 279 high school principals in this quantitative study. Pearson's correlations revealed the principal-counselor relationship was significantly positively correlated with three dimensions of school climate: collegial leadership, professional teacher behavior, and achievement press. In addition, three elements of the principal-counselor relationship (mutual trust between the principal and school counselors, a shared vision of what is meant by student success, and mutual respect between the principal and school counselors) were significantly negatively correlated with institutional vulnerability, the fourth dimension of school climate. We discuss implications for principals, school counselors, and others.
School Counselors&apos; Leading with Self-Compassion
Author: Brown, Carleton H.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Leadership,Altruism,Self Concept,Intervention,Social Emotional Learning,Anxiety,Workshops,Professional Development

Although school counselors are tasked with assisting others with emotional and mental health needs, there is a paucity of research that examines the training and development of school counselors in self-compassion interventions to handle their own emotional and mental health needs in leadership situations. To address the gap in the literature, a workshop was developed and conducted for school counselors. A series of t-tests (n = 63) were used to examine the impact of the training on school counselors' leadership awareness and self-compassion. Results from this study indicate that the workshop had a significant impact on school counselor leadership awareness' dimensions.
The Coalition Model Advocating for School Counselors&apos; Role in Improving Youth Mental Health
Author: Slaten, Christopher D.
Date: 2021-00-00
Type: Journal Articles
Subjects: School Counselors,Counselor Role,Mental Health,Access to Health Care,School Health Services,School Counseling,Student Needs,Models,Elementary Secondary Education,Advocacy,At Risk Students,Intervention

All too often policymakers have called upon teachers to attend to youth mental health in the classroom and school counselors have largely been left out of the discussion. The American School Counseling Association (ASCA) Model (2019) advocates for the practicing role of school counselors in providing direct service to youth. The Coalition model presented in this paper is a way for communities to support school counselors, and vice versa, in providing mental health services to youth in schools.
An Analysis of Students&apos; Perception of Online Assessments and Its Relation to Motivation towards Mathematics Learning
Author: Valdez, Ma. Theresa Christine C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Computer Assisted Testing,Student Motivation,Mathematics Education,Student Evaluation,College Students,Engineering Education,Foreign Countries,Technology Uses in Education,Integrated Learning Systems,Electronic Learning

Assessing student performance is a challenge faced by most educational institutions during this time when conducting in-campus classes is affected by the pandemic. Use of online assessments to determine student performance is gaining wider acceptance over the traditional paper-and-pen type as it allows evaluation of what the students learned despite the lack of physical classroom interaction. Although there are studies that examine student perceptions about online learning in general, only a few focus on assessments especially those that consider its relation to affective aspects of learning. The views of students being the primary beneficiaries of the technology would give relevant information in designing appropriate online assessments and can bring about the success of its implementation. Thus, this present study investigated the usefulness of online assessments according to the perspective of students particularly in their math subject and its relation to their motivation towards mathematics learning. A mixed methods research design was conducted to determine the perception and motivation of 127 second year level engineering students via a questionnaire survey after exposure to a set of online assessments. Results showed that students have a high level of motivation towards mathematics learning and have positive perception about online assessments. Using factor analysis, variations in the perception were found to be explained by 4 factors focused on ease of use and functionality, personal preference, technical considerations, and complementation with other methods. Some of these factors were found to be significantly related with various aspects of motivation. Interview of students also revealed they found taking online assessments a positive innovation in giving assignments and prefer them over traditional assignments. The findings derived from this study give teachers a basis in designing more effective online assessments particularly those that address the needs of today's generation of learners. Further, for a developing country like the Philippines, findings of this study would greatly contribute to the government and academic sector's efforts in capacity building of its online system of education.
A Critical Review of Selected Literature on Learner-Centered Interactions in Online Learning
Author: Katsarou, Eirene
Date: 2021-00-00
Type: Journal Articles
Subjects: Literature Reviews,Student Centered Learning,Teacher Student Relationship,Electronic Learning,Distance Education,Interaction,Academic Achievement,Student Satisfaction,Peer Relationship,Reader Text Relationship

Interactivity, a fundamental aspect of traditional face-to-face teaching, is a central concern in the design planning and organization of technology mediated instructional settings and online learning, because it is crucial in knowledge acquisition and the development of cognitive skills, and is intrinsic to effective instructional practice and individual discovery. The present paper aims to critically review a set of recent representative empirical studies during the period 2010-2019 focusing on the pedagogical expediency of learner-centered interaction in online learning contexts, to identify which aspects of collaborative learning could successfully be integrated within a structured learning management system environment to safeguard high-quality online learning. Searches for the identification of relevant empirical studies were conducted via Science Direct, EdITLib, IRRODL, SpringerLink, IEEE Xplore Digital Library and Scopus using keywords such as learner interactions, online learning, virtual learning environments, student success, e-learner satisfaction and online education. The search yielded 22 key studies focusing on learner-centered types of online interaction in relation to their contribution to student success and satisfaction in virtual learning environments. Our presentation of relevant research is based on five key types of interactive relationships identified in the field of distance education and culminates in a discussion of potential implications for a successful online learning experience and learner satisfaction.
Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation
Author: Seifert, Susanne
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Reading Tests,Reading Comprehension,Grade 3,Grade 4,Elementary School Students,Test Construction,Test Validity,Reading Skills,Factor Analysis,Test Reliability,Foreign Countries

A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachersin the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I ([alpha]=0.87) and Subtest II ([alpha]=0.78 to 0.80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers' needs for standardized digital assessments in order to facilitate the tailoring of student reading support.