ethanporcaro/eric-fulltext-meta huggingface dataset:
Comprehension-Oriented Learning of Cell Biology: Do Different Training Conditions Affect Students&apos; Learning Success Differentially?
Author: Becker, Lukas Bernhard
Date: 2021-00-00
Type: Journal Articles
Subjects: Teaching Methods,Cytology,Science Achievement,Concept Mapping,College Students,Learning Strategies,Foreign Countries,Instructional Effectiveness,Cognitive Processes

Concept Mapping (CM) is a learning strategy to organize and understand complex relationships, which are particularly characteristic of the natural science subjects. Previous research has already shown that constructing concept maps can promote students' meaningful learning in terms of deeper knowledge and its more flexible use. While researchers generally agree that students need to practice using CM successfully for learning, key parameters of effective CM training (e.g., content, structure, and duration) remain controversial. This desideratum is taken up by our study, in which three different training approaches were evaluated: a CM training with scaffolding and feedback vs. a CM training without additional elements vs. a non-CM control training. In a quasi-experimental design, we assessed the learning outcome of N = 73 university students who each had participated in one of the trainings before. Our results suggest that an extensive CM training with scaffolding and feedback is most appropriate to promote both CM competence and acquisition of knowledge. From an educational perspective, it would therefore be advisable to accept the time-consuming process of intensive practice of CM in order to enable students to adequately use of the strategy and thus facilitate meaningful learning in terms of achieving sustained learning success.
Empathy Levels and Personal Meaning Profiles of Psychological Counselor Candidates: A Longitudinal Study
Author: Düsünceli, Betül
Date: 2021-07-00
Type: Journal Articles
Subjects: Empathy,Counselor Training,Psychotherapy,Undergraduate Students,Student Development,Religious Factors,Intimacy,Counselor Client Relationship,Values,Public Colleges,Foreign Countries

The aim of this longitudinal study was to examine the empathy levels and personal meaning profiles of the psychological counseling candidates studying at university. The research was based on descriptive method. The main purpose was to comparatively examine the changes in the empathy levels and personal meaning profiles of the participants with respect to years. The study group consisted of 36 participants (30.6% of whom were boys, and 69.4% of whom were girls) who were studying at university between the academic years of 2015 and 2019. The data were collected once each year (first, second, third, and fourth grades) from the participants involved in the study group. In order to collect data, which were then analyzed using Statistical Package (SPSS), One Way Anova with repeated measures and the Friedman Test were used. The findings revealed that the basic empathy levels of the prospective psychological counselors did not change during their undergraduate studies, whereas the level of their pursuit of personal meaning in religion and intimacy did change. Counselor Candidates received the highest score in the first year and the lowest score in the fourth year on the dimensions of religion and intimacy of the Personal Meaning Profile scale.
The Effects of Authentic and Interactive Video Tasks on Students&apos; Extra Listening Practices
Author: Kaynar, Neslihan
Date: 2021-07-00
Type: Journal Articles
Subjects: Authentic Learning,Interactive Video,Listening Skills,English (Second Language),Second Language Learning,Second Language Instruction,Multimedia Instruction,Instructional Effectiveness,Student Motivation,Student Attitudes,College Students,Foreign Students,Late Adolescents,Foreign Countries

The primary goal of this study is to examine the effects of authentic and interactive video tasks on English as a Foreign Language (EFL) learners' listening practices, perceptions (interest and enjoyment level) regarding using multimedia learning in improving their listening skills. The study involved students from the preparatory school of a university in Turkey. A pre-test and a post-test were given to the students to analyze the effects of authentic and interactive video tasks. The students were asked to reflect on their authentic and interactive video task experience. After the implementation, a questionnaire and interviews were applied to understand the students' overall perceptions regarding the multimedia learning experience. The results of the study show that authentic and interactive video tasks created a positive effect on students' listening practices and influenced their perceptions (interest and enjoyment level) positively. The study results show that the participants found watching these videos out of the classroom appealing and helpful in improving their listening skills.
A Review of Evidence about Equitable School Leadership
Author: Leithwood, Kenneth
Date: 2021-00-00
Type: Journal Articles
Subjects: Equal Education,Instructional Leadership,Research Reports,Educational Practices,Leadership Styles,Outcomes of Education,Disadvantaged,Guidelines,Parent School Relationship,School Community Relationship,Culturally Relevant Education,Cultural Awareness,Faculty Development,Values,School Culture,Trust (Psychology),Principals,Teacher Administrator Relationship,School Safety,Resource Allocation,Accountability

This paper reviews the results of 63 empirical studies and reviews of research in order to identify those school leadership practices and dispositions likely to help improve equitable school conditions and outcomes for diverse and traditionally underserved students. Guided by a well-developed framework of successful school leadership, results indicate that most of the practices and dispositions in the framework can be enacted in ways that contribute to more equitable conditions and outcomes for students. A handful of these practices and dispositions appear to make an especially significant contribution to the development of more equitable schools as well as several additional practices and dispositions associated with equitable leadership merit mastery by equitably-oriented leaders. Among the especially significant practices are building productive partnerships among parents, schools, and the larger community as well as encouraging teachers to engage in forms of instruction with all students that are both ambitious and culturally responsive. Leaders are likely to be more effective when they adopt a critical perspective on the policies, practices, and procedures in their schools and develop a deep understanding of the cultures, norms, values, and expectations of the students' families. The paper concludes with implications for practice and future research.
The Impact of Teacher Training Using Mobile Augmented Reality Games on Their Professional Development
Author: Marques, Margarida M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Handheld Devices,Computer Simulation,Telecommunications,Faculty Development,STEM Education,Workshops,Foreign Countries,Program Effectiveness,Teaching Methods,Teacher Attitudes,Teacher Competencies,Knowledge Level

Ongoing technology progress sustains innovative teaching approaches. Mobile devices, augmented reality (AR), and games are a few of the new resources that teachers have at their disposal to promote student learning. However, their effective integration into practices requires training, so there is a need to analyze the impact of training initiatives on teacher professional development. A case study is being conducted on the development process of mobile AR games for Science, Technology, Engineering and Mathematics (STEM) learning by 14 Portuguese in-service teachers in a 50 h workshop. This contribution refers to the analysis of this training's impact on teacher professional development through a questionnaire filled in at the beginning and end of the workshop. This study registered a higher impact on teachers' understanding of AR educative use, the less-known approach, compared to mobile and game-based learning. Moreover, teachers became more experienced with these approaches as learners, and reported having explored them with their students during the workshop period. Teacher ability to identify benefits and barriers in these approaches increased with the workshop, particularly the learning that could be promoted with mobile AR games. The presented set of barriers to implementation is relevant to future teacher professional-development initiatives.
The Relationship between Academic Amotivation and Academic Achievement: A Study on Middle School Students
Author: Ilter, Ilhan
Date: 2021-07-00
Type: Journal Articles
Subjects: Correlation,Academic Achievement,Student Motivation,Middle School Students,Grade 8,Early Adolescents,Gender Differences,Psychological Needs,Competence,Self Efficacy,Personal Autonomy,Value Judgment,Public Schools,Foreign Countries

This study aimed to determine whether academic amotivation predicts academic achievement in middle-school students. In addition, it was examined whether the students' academic amotivation levels differed by their gender. Study sample consisted of 342 eighth-grade students from middle-schools in Kahramanmaras city in Turkey. Data were collected from Academic Amotivation Inventory. A simple-linear regression analysis was utilized to examine to what extent academic amotivation accounted for variance in academic achievement. The t-test analysis was used to determine whether amotivation types would differ by gender. Regression analysis results showed that academic amotivation was a significant negative predictor of academic achievement. Results also indicated that significant differences were found between the levels of academic amotivation of students by their gender. Boys were found to be more academically amotivated towards school-related activities and tasks than girls. The reason for the gender difference was that the level of amotivation due to effort beliefs, values placed on the tasks, and characteristics of the tasks, for boys were found significantly to be higher than for girls.
Quality Requirements for Implementing Augmented Reality in Heritage Spaces: Teachers&apos; Perspective
Author: Aso, Borja
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Quality,Design Requirements,Computer Simulation,Teaching Methods,Heritage Education,Teacher Attitudes,Foreign Countries,Knowledge Level,Technology Integration,Preservice Teachers,Student Attitudes,Age Differences

As a consequence of the scarcity of studies of augmented reality (AR) in Spain, this study developed a questionnaire to evaluate teachers' perceptions on the use of AR for heritage teaching (n = 347 teachers: n = 131 in-service/n = 216 in-training). The objectives were to: (1) identify teachers' existing knowledge about AR; (2) evaluate educational strategies teachers value most in AR apps for teaching; (3) evaluate necessary AR functions; (4) determine desired technical and functional characteristics; and (5) compare any significant differences between the two groups. The results provide a contribution to the increasing implementation of AR apps in heritage education, which promotes the understanding, enjoyment, experience and knowledge of heritage. Heritage education is increasingly present in Spanish classrooms due to awareness of the country's rich heritage, and AR is a good tool for understanding and linking society with its heritage. From the results, it is clear that, despite their desire for implementation, there is a lack of teacher training in applying AR; both subsamples pointed out the importance of humanising the explanations in AR apps with experts or actors who mediate heritage and value the ease of use of these apps, multifunctionality, low battery consumption, and use in the background. Significant differences suggest potentially greater educational commitment among active teachers who seek deep and meaningful learning, above the superficiality and enjoyment reported by teachers in training and, on the contrary, the value placed on technical and visual aspects, related to the high use of mobile devices.
The Challenge of Teacher Training in the 2030 Agenda Framework Using Geotechnologies
Author: Puertas-Aguilar, Miguel-Ángel
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Objectives,Sustainable Development,Secondary School Curriculum,Models,Delphi Technique,Teacher Attitudes,International Organizations,Teaching Experience,Action Research,Conservation (Environment),Teaching Methods,Positive Attitudes,Emotional Intelligence,Interpersonal Competence,Geography Instruction,Geographic Information Systems,Guidelines,Decision Making,Foreign Countries,Technological Literacy,Pedagogical Content Knowledge

Social evolution, globalization, and advances in technology are making it increasingly necessary to offer complete and comprehensive teacher training. This training should produce citizens who are concerned about the planet and its future. These values are embedded in the Sustainable Development Goals (SDGs), the breadth of which allows them to be integrated into the secondary school curriculum for most subjects. To construct a complete teacher training model, the following have been considered: previous studies based on qualitative and quantitative methodologies (the Delphi method and questionnaires for 'expert' teachers), the teaching experience of the authors, the action research methodology, and validation by other teachers who use technologies and are concerned about sustainability issues. The result is a teacher training model that is in line with UNESCO's sustainability competencies and based not only on technology, the scientific content of the subject to be taught, and didactics (pedagogy), but also on education in sustainability and the SDGs that need to be integrated. This approach is expected to produce changes in citizens' attitudes that contribute to the achievement of the SDGs and lead to the teachers feeling positive about their teaching experiences. However, a systematic application of this approach in classrooms and an assessment of its learning results are still pending.
Academic Identity and Communities of Practice: Narratives of Social Science Academics Career Decisions in Taiwan
Author: Ching, Gregory Siy
Date: 2021-00-00
Type: Journal Articles
Subjects: Professional Identity,Communities of Practice,College Faculty,Career Choice,Decision Making,Personal Narratives,Social Sciences,Role Conflict,College Administration,Neoliberalism,Doctoral Students,Mentors,Influences,Socialization,Foreign Countries

Academic identity is an important aspect of organizing an academic career. An academic identity is distinct and unique and can be defined as the core attitudes that determine how individuals approach the concept of work. In the current era of neoliberalism, changes to university governance in Taiwan have transformed working conditions and hiring practices in academia. Inevitably, role conflicts have emerged, and work stress within higher education institutions has increased. The current study summarizes the narratives of nine academics from the social sciences. The study is anchored in the concept that academic identity formation is rooted in the doctoral education stage. Using a qualitative narrative inquiry lens, interactions between different communities of practice during the doctoral education stage are analyzed, along with later career decisions and the role communities of practice play in those decisions. The findings show that doctoral mentors and fellows all contributed to the formation of a core academic identity, while later career decisions were equally affected by neoliberal policies. It is hoped that by recognizing the role of academic identity, administrators may be able to influence how academics adapt amidst the competing pressures within the academe.
Preferences and Scores of Different Types of Exams during COVID-19 Pandemic in Faculty of Veterinary Medicine in Spain: A Cross-Sectional Study of Paper and E-Exams
Author: García, Pablo-Jesús Marín
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,College Students,Veterinary Medical Education,COVID-19,Pandemics,Distance Education,Computer Assisted Testing,Paper (Material),Test Format,Supervision,Web Browsers,Synchronous Communication,Scores,Foreign Countries

The World Health Organization (WHO) officially declared the novel coronavirus (COVID-19) as a pandemic on 11 March 2020, and educational institutions have had to modify most of their activities (face-to-face activities were suspended). This situation forced academic institutions to modify the evaluation format of students. The use of proctoring systems quickly became widespread, although some controversies arose. The two main discussions regarding these systems are the integrity of the assessment and the capacity of the students to adapt to this new assessment method, without changes in theirs scores. To elucidate two controversies, we have analyzed the preferences and the scores obtained from a trial of 660 scores from 332 students of the third grade of Veterinary Medicine. The experiment involved three modalities of exam: an online format from home using the Respondus Lockdown Browser system (Modality 1), online in person using the Respondus Lockdown Browser system with the supervision of a teacher (Modality 2), or paper format in person with the supervision of a teacher (Modality 3). The results obtained showed that the students preferred Modality 1 (online at home with Respondus Lockdown Browser system). No statistical differences between the scores obtained by students were found between the three modalities analyzed. The proctoring system is a good method to adjudicate exams in higher education institutions, and the scores of students are similar to those obtained through traditional evaluation and control systems.
The Significance of Parental Involvements in Reducing K-12 Students Absenteeism
Author: Islam, Khairul
Date: 2021-00-00
Type: Journal Articles
Subjects: Attendance,Elementary Secondary Education,Parent Participation,Correlation,Parent Background,Educational Attainment,Ethnicity,Racial Differences,Poverty,Family Involvement,Gender Differences,Institutional Characteristics,Parent School Relationship

Absenteeism is of great concern for K-12 school students in the United States. The aim of this study is to evaluate effects of parental participation types in absenteeism of Elementary and Secondary Education (K-12) students in the United States. We analyze the data of the U.S. Department of Education (Hanson et al., 2019), in relation to students, schools and parents' characteristics, along with various parental involvement activities, for exploring how these factors influence K-12 students' absenteeism in the United States. We employ Chi-square tests for the significance of relationships between parental involvement types and absenteeism of K-12 students. We also undertake multiple logistic regression analyses to evaluate the significance and odds of K-12 students' absenteeism due to parental involvement activities and other underlying factors. The results of bivariate analyses suggest that parental involvement types are significantly associated with K-12 absenteeism (chi-squared p-value&lt;0.05). Multiple logistic regression analysis reveals that only a subset of underlying parental activities is significantly related to higher odds of absenteeism as measured by estimates of odds ratios (OR) and 95% confidence interval estimates. It also suggests that parental education, ethnicity and poverty adjusted for other factors also significantly affect absenteeism.
Understanding the Meaning of the Equal Sign: A Case Study of Middle School Students in the United Arab Emirates
Author: Wardat, Yousef
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Symbols (Mathematics),Grade 6,Grade 7,Grade 8,Secondary School Students,Mathematics Instruction,Knowledge Level,Mathematical Concepts,Problem Solving,Arithmetic,Equations (Mathematics)

The equal symbol has been used in diverse mathematical frameworks, such as arithmetic, algebra, trigonometry, set theory, and so on. In mathematical terms, the equal sign has been used in fixed command of standings. The study reports on the students meaning and interpretations of the equal sign. The study involved Grade 6, 7, and 8 students in a secondary school in Alain, United Arab Emirates (UAE). Much of the earlier research done on the equal sign has focused on the primary school level, but this one focuses on middle school students. The study shows that the maximum foremost understanding of the equal sign amongst Grade 6, 7, and 8 students is a do-something, unidirectional symbol. Students realize the equal sign as an instrument for marking the response moderately than as an interpersonal symbol to associate extents.
Psychological Capital and Teacher Well-Being: The Mediation Role of Coping with Stress
Author: Zewude, Girum Tareke
Date: 2021-00-00
Type: Journal Articles
Subjects: Coping,Stress Management,Psychological Patterns,Well Being,College Faculty,Correlation,Change,Work Environment

This study aimed to investigate the mediation role of coping with stress between psychological capital and teacher wellbeing based on positive psychology, conservation resource, and broaden-and-build theories. Participants in this study were 836 teachers from three clustered, ethnically diverse public universities. Our findings showed that, in line with previous studies, the psychological capital (PsyCap), coping with stress (CWS), and teacher well-being (TWB) dimensions showed the best fit in our data. PsyCap was related positively to TWB (total and dimensions), CWS, coping through withdrawal, and negative coping with acceptance and change. The indirect effect of PsyCap on TWB through coping with stress was fully mediated. PsyCap also positively and directly affected TWB and CWS. Coping through acceptance and change were fully mediated by PsyCap and TWB dimensions, while coping through withdrawal was not. PsyCap directly and positively affected coping with stress (acceptance and change) and negatively affected coping through withdrawal. Future theoretical and practical implications are discussed.
Implementing Feminist Language Pedagogy: Development of Students&apos; Critical Consciousness and L2 Writing
Author: Cannizzo, Hayley Anne
Date: 2021-00-00
Type: Journal Articles
Subjects: Feminism,Second Language Instruction,Critical Theory,Consciousness Raising,Teaching Methods,English for Academic Purposes,College Freshmen,Foreign Students,Writing Instruction

Feminist pedagogy is a teaching practice, philosophy and process that seeks to confront and deconstruct oppressive power structures both within and outside of the classroom using a gendered lens. As Women's Studies departments continue to grow in many universities, feminist pedagogy seems to be gaining popularity as an approach to engaging students in liberatory classroom practices. However, feminist language pedagogy (feminist pedagogy in the second language learning context) appears to have stagnated. This paper investigates the implementation of feminist language pedagogy in an EAP writing classroom for first-year students at a public university in the Southwest of the United States. Using action research, the teacher, who is the author of this paper, examined how feminist language pedagogy aids the development of her students' critical consciousness and serves as a motivational tool for L2 writing development. The author finds that even in a short, sixteen-week semester, it is possible for students to foster critical consciousness without sacrificing linguistic development.