ethanporcaro/eric-fulltext-meta huggingface dataset:
Giving Meaning to the Subject: The Influence of Interdisciplinary Interventions on the Subjective Task Values of Biology and PE
Author: Kramer, Niklas
Date: 2021-00-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Biology,Physical Education,Intervention,Student Interests,Student Attitudes,Attitude Change,Secondary School Students,Value Judgment,Secondary Education,Foreign Countries

Over many years of research, a decline in interest over the school years is repeatedly described. To address this decline, the value of content or a specific subject should be promoted. To increase content relevance, task value interventions can be conducted which are related to the theory of subjective task values by Wigfield &amp; Eccles (2020). These values consist of intrinsic, attainment, and utility value. Due to its constructivist character, interdisciplinary interventions may meet preconditions to promote interest and could initiate situational interest and influence subject-specific values (e.g., utility value). The present study investigates whether and to what extent interdisciplinary interventions in biology and physical education influence the development of interest. A total of 73 students (mean age = 17.7 years) from four secondary schools took part in a one-day interdisciplinary intervention called &quot;learning through movement,&quot; which combined physical education and biology. The intervention was accompanied by a modified quantitative questionnaire based on predescribed subjective task values. Mixed ANOVAs with repeated measures showed that the interdisciplinary intervention positively influenced situational intrinsic and utility values for both physical education and biology. By examining potential interaction effects, it was found that students with a low initial situational interest were positively affected by the intervention. Our study supports the notion that interdisciplinary interventions have an impact on subjective task values in biology and physical education and therefore have the potential to influence interest development, especially for lower interested students.
Real-Time Graphing of Simple Harmonic Motion of Mass on Springs with an Arduino Based on an Experiment Set for Teaching and Learning Physics
Author: Sukmak, Warawut
Date: 2022-01-00
Type: Journal Articles
Subjects: Physics,Science Instruction,Motion,Science Experiments,High Schools,Secondary School Science,Measurement,Educational Technology,Computer Uses in Education,Scientific Concepts,Concept Formation,Science Laboratories

The real-time graphing of simple harmonic motion of mass on springs with an Arduino based on an experiment set for teaching and learning physics in high schools where students can learn from real experiences. The objectives of this study are to create and develop a real-time measurement for vertical oscillations of mass on springs using the Arduino microcontroller and the infrared sensors. This experiment set is improved from the original experiment which was used to measure the period of an oscillation of mass at various points by using signals of the output voltage of the infrared sensors and the Arduino program to record the time on the computer. The results of the experiment were relevant to the theoretical calculation. Students learned to understand the simple harmonic motion experiment of mass on springs and were able to measure the displacement functions depending on time enabling students to get concepts in physics in real-time more accurately and quickly. Physics teachers can build these experiments on their own for a low cost, and these experiments will be very useful for teaching and learning.
The Use of Flipped Learning as Technology Enhanced Pedagogic Tool to Support EFL Students&apos; Writing Skills in Saudi Context
Author: Sheerah, Hebah
Date: 2022-01-00
Type: Journal Articles
Subjects: Foreign Countries,Flipped Classroom,English (Second Language),Second Language Instruction,Student Attitudes,Educational Technology,Computer Uses in Education,Females,Program Effectiveness,Writing Skills,Undergraduate Students,Writing Achievement

Flipped classroom is an instructional approach in which students view explanations and materials prepared by the teacher at out-of-class time to expand collaboration with students in an informal way. In this study, it used as a technology-enhanced educational approach to convey teachings with computer-mediated interaction, such as video recorder, computer-generated lectures, and online conversations. This study investigates EFL students' views regarding the effectiveness of flipped learning on the improvement of their writing skills. A mixed method was utilized, which included assembling quantitative statistics, followed by the quantitative results. The first quantitative phase used a pre- and post-test true experimental design with a control group. Experimental group (a) consists of 35 female students has been teaching with the flipped learning method. Control group (b) is composed of 32 female students and followed traditional face-to-face teaching technique. Two ways Ancova was used to measure the writing improvement in both groups. It was discovered that the EFL students in experimental group outperformed the learners in the control group after treatment procedure. The findings show that the majority of students expressed generally positive attitude toward flipped learning on the improvement of their writing skills.
Developing a Series of Scales for Generations&apos; Values in the Age of New Media: Validity and Reliability Study of Uskudar XYZ Generation Differences Scale
Author: Tarhan, Nevzat
Date: 2022-04-00
Type: Journal Articles
Subjects: Test Construction,Generational Differences,Mass Media Effects,Test Validity,Test Reliability,Foreign Countries,Graduate Students,Self Evaluation (Individuals),Student Attitudes,Individual Characteristics,Computer Use

In this research, it is aimed to develop a series of scales to determine the changing values and behaviors of different generations in society today, where new media environments are diversifying day by day. In the study, which took into account the generation classification made with the focus of technological tools, generation X was considered as &quot;Radio Generation&quot;, Y generation as &quot;Television Generation&quot;, generation Z as &quot;Social Media Generation&quot;. Thus, the study group consisted of 1083 people classified as generation X (over 45), Y (30 - 45 years old), and Z (15 - 30 years old). 12 independent scales were obtained as a result of validity and reliability studies. These scales are formed in a dimensional structure within themselves, and each scale and subscales are named with appropriate names. The names of the scales revealed in the study are as follows: (1) Organizational Commitment and Authority Scale, (2) Self-Assessment Scale, (3) Friendship Bond Scale, (4) Popular Culture Scale, (5) Impulse Control Scale, (6) Technology Use Scale, (7) Social Norms Acceptance Scale, (8) Multiple Attention Scale, (9) Work Loving Scale, (10) Internal Control Scale, (11) Impatience Scale, (12) Family Values Scale. All scales are valid and reliable. It is hoped that the resulting scales will be used independently by the researchers individually or together as a battery.
The Effects of the Technology-Integrated Writing Lessons: CIPP Model of Evaluation
Author: Oflaz, Merve
Date: 2022-01-00
Type: Journal Articles
Subjects: Technology Integration,Writing Instruction,English (Second Language),Second Language Instruction,Student Attitudes,Gender Differences,COVID-19,Pandemics,School Closing,Online Courses,Evaluation Methods,Models,Writing Skills,Educational Technology,College Freshmen

This paper is about the evaluation of a technology integrated writing course at the English Language Teaching Faculty of a private non-profit foundation university in Turkey. The course has been evaluated by using CIPP Model (Stufflebeam, Daniel L., 2003). The evaluator of the programme has conducted a programme by using the 5E Model (BSCS, 1987) as an instructional design, evaluated the course and given suggestions for the future plans and studies. The study displayed a positive effect on students' writing skills especially on female students' work. In the reflection they made on their own learning process, they mentioned that the 'Write &amp; Improve' tool was beneficial and the comprehensive knowledge of using some other web tools helped them to adapt themselves into new situations in the transition to online education during Corona virus (COVID-19) Pandemic. However, some students stated that they missed face-to-face lessons and got bored of online lessons.
The Effect of Forming Small Learning Communities through Padlet in Knowledge Building and Psychological and Cognitive Engagement for University Students
Author: Oyaid, Afnan
Date: 2022-01-00
Type: Journal Articles
Subjects: Communities of Practice,Electronic Learning,Educational Technology,Foreign Countries,Program Effectiveness,Social Networks,Graduate Students,Females,Learner Engagement

The purpose of the present study is to identify the effect of forming small learning communities through Padlet in knowledge building and psychological and cognitive Engagement. Specifically, to discover the degree of continuity of the effect of forming small learning communities through Padlet in knowledge building and psychological and cognitive Engagement for University students, after a month from its application. And this study was applied to a sample consisting of (21) students studying the e-Learning diploma program at the College of Education at Princess Nourah University in Saudi Arabia with Average Age (22.38±1.06). The researcher used Knowledge building test and a Psychological and cognitive Engagement questionnaire. In the statistical analysis of the data, the researcher depended on Mean, standard deviation, Paired-samples t-test, effect size ([eta]2) The main findings of the present study indicated that there is a significant difference between the degrees of the experimental group in the Pre-test and Post-test of knowledge building and Psychological and cognitive Engagement for the Post-test that is proven statistically. In both the Post-test and Follow-Up tests of knowledge building and psychological and cognitive engagement, there was no statistically significant difference between the experimental group. Considering the theoretical framework and previous studies, our results were discussed and interpreted. In light of the study results, some educational recommendations and study suggestions were presented.
The Effect of the Flipped Classroom Model on Understanding and Access to the Nature of Science by Students
Author: Kaya, Merve
Date: 2022-01-00
Type: Journal Articles
Subjects: Flipped Classroom,Scientific Principles,Science Instruction,Grade 7,Foreign Countries,Program Effectiveness,Student Attitudes,Educational Technology,Video Technology,Homework,Online Courses

The purpose of this study is to examine the effect of the flipped learning model (Staker &amp; Horn, 2012), which is one of the types of rotation model in the sub-level of blended learning models, on students' understanding of the nature of science and their achievements. In the study, the mixed research method, which allows the quantitative and qualitative research methods to complement each other with the combined use of these methods, and the pretest-posttest control group design were used. The sample required for the application consists of 45 students, 22 in the experimental group and 23 in the control group, studying in the seventh grade in a public school in the Kepez district of Antalya province. While the application was carried out with the experimental group students following the flipped classroom model and the methods prescribed in the science program, it was carried out with the control group students following the methods prescribed in the science program for seven weeks. In order to obtain quantitative data, the VNOS-C scale developed by Lederman (2002), graded scoring key developed by Özcan (2013) and the Achievement Test prepared by the researcher, and the semi-structured interview form prepared by the researcher to obtain the qualitative data, were applied to the students, and the research implementer was interviewed. The data in VNOS-C used in the study were analysed by the content analysis method and converted into quantitative data under the guidance of the graded scoring key. Transformed data were analysed with the non-parametric Mann Whitney-U test, and the data obtained from the Achievement Test were analysed with the independent sample t-test. The data obtained from the Semi-Structured Interview Form and Teacher Interview Form were analysed by content analysis. In line with the quantitative findings obtained from the studies, it was determined that the application of the flipped classroom model positively affected the experimental group students' understanding of the nature of science and achievement. In line with the qualitative data obtained from the study, it was determined that the application of the flipped classroom model positively affected the attitudes of the students towards the course and the research implementer also had a positive opinion about the model, and it was determined that the application of the model would be more effective by improving some technical infrastructure.
A Research on Technology Management and Its Applications in Schools in the Pandemic Period
Author: Ince, Zuhal
Date: 2022-04-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Technology Integration,Foreign Countries,Secondary Schools,Secondary School Teachers,Principals,Teaching Methods

The World Health Organization has labeled the emergence of a coronavirus kind that threatens humanity in Wuhan, China, as a &quot;pandemic&quot; (WHO). The global epidemic has produced severe disruptions in educational possibilities all across the world. This condition highlighted a desire to provide education without attending school, and remote education was established. The demand for online education technologies has also been recognized strongly. The goal of this study is to uncover the use, management, and usefulness of technology in schools before and during the epidemic. The study falls within the purview of descriptive phenomenology design, one of the qualitative research methodologies and the research phenomena is the notion of &quot;technology in accessing education.&quot; The research's study group had a total of 24 individuals, 12 principals and 12 instructors. For the research subject, semi-structured open-ended questions were constructed. While pre-pandemic technological tools are used for informational and announcement purposes, as well as the use of interactive boards, it is clear that after the pandemic, education and training applications, as well as all types of information activities, are carried out entirely through technological tools.
Continuing CHAAOS: Vocabulary Intervention for Students with Disabilities in Eighth Grade Who Are Also English Learners
Author: O'Connor, Rollanda E.
Date: 2022-05-00
Type: Journal Articles
Subjects: Students with Disabilities,Learning Disabilities,English Language Learners,Vocabulary Development,Intervention,Academic Language,Grade 8,Language Arts,Special Education,Special Education Teachers,Receptive Language,Expressive Language,Program Effectiveness,Reading Comprehension,Teaching Methods,Decoding (Reading)

Few studies have considered academic vocabulary interventions for students who have learning disabilities (LD) and also are English learners (EL). This research explored the effects of the third year of the Creating Habits that Accelerate Academic Language of Students (CHAAOS) vocabulary intervention for eighth-grade students who received English Language Arts instruction (ELA) in special education classes. Over 70% of student participants had LD and over half were EL. Special education teachers delivered 12 weeks of intervention spaced across 7 months to 36 students. Researchers compared outcomes on receptive and expressive measures with 17 students in business-as-usual (BAU) special education ELA. Students receiving the CHAAOS intervention learned the 48 taught words better than students in BAU conditions, retained their knowledge of words 4 weeks following the close of the intervention, and ended the year with higher vocabulary scores on a standardized measure than students in BAU classes. Students who were EL performed similarly on receptive knowledge of words to students who were native English speakers. This study documents the effectiveness of explicit vocabulary routines for students who have LD and are also EL. [For the corresponding grantee submission, see ED605674.]
Achieving Curricular Coherence in Complex Higher Educational Systems: Considering the Human Element in Transformational Change
Author: Fay, Jennifer R.
Date: 2021-00-00
Type: Journal Articles
Subjects: Alignment (Education),College Curriculum,Curriculum Development,Educational Change,Community Colleges,Career Pathways,College Faculty,School Personnel

Lack of clear, coherent pathways to transfer or to workforce goals is a common impediment to community college student success and completion. Maricopa County Community College District (MCCCD) set the ambitious goal of achieving curricular coherence across its 10 colleges, developing shared pathways that clearly delineate employment and/or transfer opportunities, assessable learning outcomes, course sequences that build toward mastery of those outcomes, and curricular and co-curricular milestones. MCCCD is a complex system with hundreds of degrees and certificates, numerous transfer partners, and a multitude of course options. Consequently, the implementation of clear, coherent, shared pathways constituted a dramatic transformation of policies, structures, processes, and culture. Implementation of a redesign of this magnitude can be difficult given that resistance to transformational change is common. Through an intentional and purposeful change process grounded in organizational and individual change theory, well over 900 faculty and staff from across MCCCD mobilized to engage in this ambitious redesign of their curriculum, developing clear, coherent, and shared pathways for over 240 disciplines within a period of 19 months. These results illustrate the importance of considering the human element in systemwide transformational change.
Making Learning Matter: Building Guided Learning Pathways at LaGuardia Community College
Author: Boehman, Jessica
Date: 2021-00-00
Type: Journal Articles
Subjects: Community Colleges,College Curriculum,Educational Change,Educational Strategies,Competence,Portfolios (Background Materials),Electronic Publishing,Technology Uses in Education,Educational Technology,Learning Processes,Professional Development,College Faculty,Education,Business Administration,Fine Arts

LaGuardia Community College is pursuing a sustained, multi-layered strategy to place learning, teaching, and cohesive curriculum at the center of a guided learning pathway. Implemented in both general education and disciplinary majors collegewide, our Learning Matters core competencies offer faculty powerful tools they use to design, enact, assess, and refine cohesive curriculum pathways. Curricular coherence is central to our innovation, but it does not operate in isolation. Its effectiveness emerges from careful alignment with an array of complementary reform strategies. High impact professional development supports faculty and staff as they connect curricular coherence with engaging pedagogy and faculty-driven assessment processes. Our ePortfolio practice shapes dynamic digital learning processes that help students to understand and engage those pathways and make them their own. This integrative strategy positions learning--student learning, faculty learning, and organizational or institutional learning--as the essential central element in a broad and effective educational improvement effort.
Practices in Transforming General Education: Integrating Essential Skills in the Faculty Planning and Curricular Coherence Pilot Project and beyond at Community College of Philadelphia
Author: Birge, Amy
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,General Education,Educational Planning,Curriculum Development,Alignment (Education),Community Colleges,Pilot Projects,College Faculty,Teacher Leadership,Program Evaluation,Skill Development

This practice article describes the goals, strategies, and outcomes of a pilot project that grew out of the Purposeful Pathways: Faculty Planning for Curricular Coherence project, funded by the Teagle Foundation, at Community College of Philadelphia. Included are recommendations for creating and supporting sustainable multidisciplinary faculty-driven leadership in order to achieve larger curricular goals. The pilot project integrates guided pathways (Jenkins, Brown, Fink, Lahr, &amp; Yanagiura, 2018) with the essential skills of general education through the creation of academic pathway outcomes, and in doing so, codifies a collaborative process of faculty engagement. The practice draws from integrative learning and leadership-as-practice and aims for a full-scale transformation of general education that clarifies how knowledge and skills develop over time, across programs, and through academic pathways, empowering students and faculty to articulate and reinforce the connections between those skills and students' transfer and career goals.
The Construction and Testing of a Framework to Assure the Institutional Quality of Work-Integrated Learning
Author: Campbell, Matthew
Date: 2021-00-00
Type: Journal Articles
Subjects: Work Experience Programs,Higher Education,Educational Quality,Foreign Countries,Benchmarking,Educational Practices,Quality Assurance,Standards,Educational Improvement

There is a growing interest in understanding and evidencing quality WIL practice across higher education institutions. Despite this increasing focus there is limited evidence of shared institutional wide approaches to defining attributes of quality, establishing benchmarks of WIL in practice (i.e. the enacted WIL curriculum), and implementing a shared evidence-based approach to assuring quality in WIL. This paper presents the underpinning rationale for a quality assurance framework for WIL practice developed through a research project which engaged participants from across the Australian higher education context. The project had three phases: review, exploration and benchmarking; to develop a comprehensive framework representing the dynamic and complex practice space of WIL within higher education institutions. This paper highlights key outcomes from each phase and how these have informed the content and usability of the proposed quality assurance framework, thus providing a robust, evidence-based and comprehensive instrument for the quality assurance of WIL across an institution.