ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving the Vocational School Performance through the Good School Governance
Author: Ismara, K. Ima
Date: 2020-00-00
Type: Journal Articles
Subjects: Governance,Principals,Educational Improvement,Models,Accountability,Scores,Institutional Autonomy,Ethics,Efficiency,School Effectiveness,Foreign Countries,Graduates,Education Work Relationship,Administrator Attitudes,Vocational High Schools

The study aims to analyze the implementation of Good School Governance in vocational schools in Indonesia as a response of the high number of inappropriate employment to the vocational graduates' competencies. This present quantitative descriptive study applies the purposive sampling technique by picking up 852 vocational school principals and teachers from 34 provinces in Indonesia. The researcher found a model for improving the vocational school performance based on good school governance in Indonesia covering Transparency, Accountability, Responsibility, Autonomy, Fairness, Participation, Effectiveness and Efficiency, and Consensus-Oriented principles. Among these eight factors, Responsibility is assessed the highest with the Mean score of 3.25, while both Consensus-Oriented and Participation are labelled as &quot;Not Good&quot; with the Mean scores of 2.93 and 2.82 respectively. However, the results of the recent study need to be legitimated in order to formally applied in all vocational schools in Indonesia.
On Longitudinal Item Response Theory Models: A Didactic
Author: Wang, Chun
Date: 2020-06-00
Type: Journal Articles
Subjects: Item Response Theory,Longitudinal Studies,Comparative Analysis,Models,Data Analysis,Measurement Techniques,Outcomes of Education,Multivariate Analysis,Computer Software

Recent work on measuring growth with categorical outcome variables has combined the item response theory (IRT) measurement model with the latent growth curve model and extended the assessment of growth to multidimensional IRT models and higher order IRT models. However, there is a lack of synthetic studies that clearly evaluate the strength and limitations of different multilevel IRT models for measuring growth. This study aims to introduce the various longitudinal IRT models, including the longitudinal unidimensional IRT model, longitudinal multidimensional IRT model, and longitudinal higher order IRT model, which cover a broad range of applications in education and social science. Following a comparison of the parameterizations, identification constraints, strengths, and weaknesses of the different models, a real data example is provided to illustrate the application of different longitudinal IRT models to model students' growth trajectories on multiple latent abilities. [For the corresponding grantee submission, see ED599228.]
Expressing Emotions, Resilience and Subjective Well-Being: An Investigation with Structural Equation Modeling
Author: Eldeleklioglu, Jale
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Response,Self Expression,Resilience (Psychology),Well Being,Correlation,College Students,Young Adults,Foreign Countries,Psychological Patterns,Self Concept

The present study examined the relationship between expressing emotions, psychological resilience and subjective well-being. The study was carried out with a total of 217 university students, of whom 94 were males and 123 were females, aged between 19 and 25 years. The data of the study were collected using the Emotional Expression Questionnaire, the Psychological Resilience Scale and the Subjective Well-Being Scale, respectively. The relationship between the variables of the study was analyzed via the methods of Pearson Correlation Coefficient and Structural Equation Modeling, and the mediating role of psychological resilience between emotional expression and subjective well-being was tested. The goodness-of-fit indices obtained from the structural equation modeling indicated that the model generated a good fit. According to the results, there was a significant relationship between &quot;expressing emotions&quot; and &quot;psychological resilience&quot; and between &quot;psychological resilience&quot; and &quot;subjective well-being&quot;. It was found that there was no significant relationship between expressing emotions and subjective well-being and that the variable of expressing emotions affected that of subjective well-being by means of the psychological resilience (tool) variable and the model tested was significant.
&quot;No, I&apos;m Not the Secretary&quot;: Using Participatory Methods to Explore Women Engineering Students Experiences on Co-Op
Author: Arthur, Brittany
Date: 2020-00-00
Type: Journal Articles
Subjects: Females,Undergraduate Students,Engineering Education,Student Experience,Cooperative Education,Disproportionate Representation,Participatory Research,Action Research,Gender Issues,Student Development,Work Environment

Studies exploring engineering students' experiences with cooperative education (co-op) typically utilize traditional quantitative and qualitative methods to focus on overall outcomes as opposed to individual voices. As a result of this, women's experiences in a co-op environment are rarely captured. Historically, women are underrepresented in engineering undergraduate programs, and this can lead to feelings of isolation and low self-efficacy, which, in turn, can lead to attrition. Participatory action research (PAR) not only highlights marginalized voices, but also empowers participants. The current study implements group-level assessment (GLA), a large-group PAR method, to study the co-op experiences of women in engineering at a large US research institution. During the GLA, participants developed an action plan to improve co-op experiences for women in order to improve retention and help future women succeed.
On the Application of Cooperative Learning in College English Teaching
Author: Wang, Guoqiao
Date: 2020-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Teaching Methods,College Students,English (Second Language),Second Language Learning,Second Language Instruction,Communicative Competence (Languages),Problems,Group Dynamics,Learning Motivation,Language Usage,Teamwork,Interpersonal Communication

Cooperative learning is a kind of teaching theory and strategy system based on group. The theory of cooperative learning has been applied in college English teaching and has proved to be fruitful and beneficial. Cooperative learning as a breakthrough and complement against traditional classroom instruction is an efficient teaching approach, which can promote learners' cognitive ability and improve their competence to use language. This paper intends to discuss the significance of cooperative learning and how to apply this approach in college English teaching to improve students' overall language competence. Problems faced with the application of cooperative learning are also analyzed and proper solutions are suggested to tackle the problems.
The Effect of Leisure Literacy on Leisure Exercise in University Students
Author: Ayyildiz Durhan, Tebessum
Date: 2020-00-00
Type: Journal Articles
Subjects: Leisure Time,Exercise,College Students,Physical Activity Level,Multiple Literacies,Student Participation,Student Volunteers,Organizations (Groups),Foreign Countries,Motor Vehicles,Gender Differences

Within the scope of the research, which aims to determine the leisure literacy and leisure exercise levels of the university students who volunteer in sports organizations, it is aimed to analyze the relationship and the differences of certain variables with measurement tools, as well as to examine the relationship and impact between leisure literacy and leisure exercise. In this context, 207 sports organization volunteers who participated in the study participated in the data collection, as well as a demographic information form, as well as the &quot;Leisure Literacy Scale&quot; and &quot;Leisure-Time Exercise Scale&quot; was used. In this study, the internal reliability coefficient for the Leisure literacy scale was 0.94 and 0.70 for the leisure exercise questionnaire. Descriptive statistics, independent sample t test, one-way analysis of variance (ANOVA) test and Tukey (HSD-LSD) test and Pearson Correlation test and regression analysis were used for data analysis. The findings reveal that participants have high leisure literacy (81.25 [plus or minus] 14.04) and men exhibit more active leisure exercise levels, certain variables change leisure literacy and leisure exercise levels. On the other hand, positive strong relationships between leisure literacy and leisure exercise were determined, and leisure literacy was found to have a positive effect on leisure exercise level. As a result of the research, it can be stated that the volunteer participants who take part in sports organizations and evaluate their leisure time actively, the literacy knowledge, background and action level for their leisure time is an important factor that makes individuals spend their leisure by exercising.
Examining the Relationship between School Mindfulness and Organizational Trust
Author: Tabancali, Erkan
Date: 2020-00-00
Type: Journal Articles
Subjects: Metacognition,Trust (Psychology),Organizational Climate,Principals,Correlation,Public Schools,Foreign Countries,Collegiality,Teacher Attitudes,Secondary School Teachers,Educational Environment

The purpose of the study is to investigate the relationship between organizational trust and school mindfulness. To achieve this purpose, a quantitative approach and relational design were preferred, and School Mindfulness Scale and Organizational Trust Scale were used as data collection tools. The study sample consisted of 495 participants working in public schools in Istanbul province. The data was evaluated using arithmetic mean, correlation and regression analysis. According to the results, trust in the principal and colleagues improves school mindfulness. Furthermore, trust in the principal increases the mindfulness of the school principal, while trust in colleagues enhances mindfulness among the faculty. It can therefore be said that school principals may prefer to strengthen organizational trust to increase the level of mindfulness within the school.
Transfer of Learning for Evidence-Based Practice in Psychology
Author: Jiménez-Pérez, Ana L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Transfer of Training,Evidence Based Practice,Psychology,Graduate Students,Information Literacy,Masters Programs,Public Colleges,Foreign Countries,Intervention,Scientific and Technical Information,Counselor Client Relationship,Observation,Active Learning

The aim of this paper is to assess the transfer of learning of students from a master's degree in psychology through observation of their skills in information assessment and intervention. The participants were 10 incoming students of a professional-aimed master's program in psychology offered in a Mexican public university. They carried out two types of tasks: a) review of a scientific text and b) interaction in intervention with clients, where the participants were evaluated by observational strategies. The results reflect zero relation between the level of skill displayed by most students in their information assessment skills and their intervention skills, which could suggest a low probability to conduct evidence-based practice. The data presented provide information for the design of graduate programs in order to foster the transfer of learning of these skills, which is essential for evidence-based practice.
The Effect of Webfolios on Saudi EFL Students&apos; Self-Directed Learning Readiness
Author: Zakareya, Samah
Date: 2020-00-00
Type: Journal Articles
Subjects: Portfolios (Background Materials),Independent Study,Learning Readiness,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Educational Technology,College Students,Management Systems,Pretests Posttests,Instructional Effectiveness,Teaching Methods,Sociolinguistics

Webfolios, or web portfolios, are innovative learning tools. Therefore, the objective of this study was to examine the effect of using webfolios on Saudi EFL students' self-directed learning readiness. Participants were pretested on self-directed learning readiness before starting to work on their webfolios. They used Blackboard to create and use their webfolios. After the webfolios were completed, participants were posttested. A significant effect was found for webfolios on participants' self-directed learning readiness. Consequently, it was concluded that webfolios should be used at college level to enhance students' self-directed learning readiness. Some recommendations and suggestions for future research were introduced.
The Impact of Project Creation on Learning Mathematics in a Transdisciplinary Setting
Author: Collazo Rivera, Glenda Liz
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Methods,High School Students,Interdisciplinary Approach,Active Learning,Student Projects,Problem Solving,Trigonometry,Grade 11,Gardening,Recycling

This article proposes that the reader be nourished by avant-garde elements for new educational practices in the teaching and learning of mathematics. The writing is based on an investigation that was carried out with high school students from Puerto Rico. From a qualitative paradigm with a research design in action, it was explored how students in higher grades resolve situations within their environment. Emphasis was placed on how they analyze through situations in context, and how they build knowledge through the search for a possible solution to the problem through the Project Based Learning strategy. The emphasis in treatment was for students to experience a transdisciplinary environment. Their impressions from the study were the revealing focus of how students learn when they are presented with a situation in their environment, taking roles themselves, solving them it through a project. As part of the project they used their knowledge of science and mathematics to solve the situation. Similarly, they learned mathematical concepts that are part of the Trigonometry course and that are measured in the academic achievement tests called PR Goals, previously known as Puerto Rican Academic Achievement Tests (PPAA).
Problematizing College Internships: Exploring Issues with Access, Program Design and Developmental Outcomes
Author: Hora, Matthew
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Internship Programs,Access to Education,Program Design,Outcomes of Education,Predictor Variables,Student Satisfaction,Equal Education,Barriers

Internships are widely promoted as a &quot;high-impact&quot; practice, yet the literature is limited by insufficient attention to the impacts of program format on student outcomes. In this mixed-methods study survey (n=1,129) and focus group (n=57) data from students in three U.S. colleges were analyzed using inductive thematic analysis, chi-square, and hierarchical linear modeling to document intern characteristics, access-related problems, program structure, and impacts on student outcomes. Results indicate that internship participation varied significantly by race, institution, enrollment status and academic program, and that high degrees of supervisor support, supervisor mentoring, and relationship between internships and academic programs were significant predictors of students' satisfaction with internships and perceived value for their career development. Consequently, colleges and universities should work to ensure equitable access to internships and that additional research be conducted on how individual, institutional, and programmatic factors influence student participation in internships and their subsequent outcomes.
Through the Looking Glass: Lesson Study in a Center School
Author: Abu-Alghayth, Khalid
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Principals,Faculty Development,Educational Change,Teacher Collaboration,Special Education,Curriculum Implementation,Curriculum Development,Curriculum Evaluation,Students with Disabilities,Personal Narratives,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers

This article examined the role of Lesson Study in a center school located in the southeastern United States through an analysis of a narrative by the school principal. This methodology allowed a level of reflexivity across the research team, who appreciated hearing about the powerful first-hand enactment of the initiative. The paper begins with an analysis of Lesson Study, particularly in special education, and the key tenets of Lesson Study followed by a narrative account of the principal. Subsequent to her story, we explored lessons learned in relation to implementing a system change in a school, namely Lesson Study. We learned that a deeper understanding of school culture, sustaining professional development, and collaborative practice, were significant factors enabling the principal and teachers at the center school to embrace, plan, and implement a successful Lesson Study for learners with significant disabilities. In addition, we learned that Lesson Study plays an important role in teacher and student engagement in teaching and learning at the center school and supports teachers to design lessons that are efficacious in meeting the individual needs and higher expectations of students.
Saudi Standardized Tests and English Competence: Association and Prediction for Freshmen Medical Students&apos; Performance in Chemistry
Author: Althewini, Abdulaziz
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standardized Tests,English (Second Language),College Freshmen,Medical Students,Chemistry,Science Achievement,Predictive Validity,Admission Criteria,Language Proficiency,College Entrance Examinations,Aptitude Tests,Introductory Courses,Grades (Scholastic),Males

The research is created to investigate the prediction of admission criteria for medical student achievement in chemistry in Saudi Arabia. It examines if the General Aptitude Test (GAT), the Scholastic Achievement Admission Test (SAAT), and English competence, can to a certain extent predict and foretell students' achievement in the chemistry. The study sample consists of 240 participants, providing their grades in the admission criteria and chemistry. Regression analyses are utilized to define the weight of individual admission criterion prediction for student achievement in chemistry. It illustrates that admission criteria could predict students' grades in chemistry with a variance of 30%. The results also show English competence does play a more significant rule in predicting students' performance in chemistry. More research is needed to examine whether these criteria are also predictors with a large scale of students' population.
Endorsement of Career and Technical Education: Phenomena Influencing Core-Subject Teacher Perceptions
Author: Tucker, Sheri Lynn
Date: 2020-00-00
Type: Journal Articles
Subjects: Vocational Education,Teacher Attitudes,Teacher Influence,College Readiness,Career Readiness,High School Teachers,Social Bias,Student Motivation,Parent Role,Personality Traits,Administrator Role,Teacher Role

The article provides an analytical overview of core-subject teachers' endorsement of career and technical education (CTE). The article discusses phenomena that have likely influenced core-subject teachers' perceptions of CTE and, in turn, their endorsement of CTE to students. California is taking steps towards successfully preparing students for college and career readiness, but more needs to be done (Bae &amp; Darling-Hammond, 2014). Additionally, some educators still believe that &quot;CTE programs maintain diminished value in helping to raise school achievement scores or encourage student success&quot; (Shanklin, 2014, p. 3). Since the 20th century, CTE educators have been fighting negative perceptions of CTE, particularly that the only students who enroll in CTE are disengaged or underperforming. The study had a sample size of 16 participants (N = 16), and data were collected using focus groups, one-on-one interviews, and surveys. Findings show that participants were generally unaware of but were still biased against CTE. Participants' biases were influenced by multiple phenomena, including perfectionism, educational reforms, and societal expectations.
Peer-Prompted Engineering Design: How Do Adolescents Interact and Strategize?
Author: Strong, Kristin M.
Date: 2020-00-00
Type: Journal Articles
Subjects: Engineering Education,Design,Problem Solving,Metacognition,Case Studies,Creativity,Cues,Comparative Analysis,Peer Relationship,Science Instruction,Standards,Teaching Methods,Interaction,Middle School Students,Cooperative Learning,Peer Teaching

Engineering design was integrated into K-12 science education in the &quot;Next Generation Science Standards&quot; (NGSS Lead States, 2013), but teaching design remains a challenge for educators. Design problems are ill-defined, ill-structured, and complex problem-solving tasks. Their solutions require creativity and recursive, metacognitive processes that cannot be taught with simple algorithms. Moreover, adolescents do not demonstrate fully developed metacognitive skills because they are undergoing profound developmental changes. In this comparative case study, we explored how peer-delivered metacognitive prompts supported adolescents during a design challenge. We investigated how scripted prompts sparked reflection and stimulated design changes and identified which prompts were most effective. We also observed four interaction patterns between paired peers. The interaction patterns influenced the quantity of design changes and shaped the strategies that students used during revisions.
Provision of Security Facilities and Security Personnel Service Delivery in Universities in Cross River State, Nigeria
Author: Etor, Comfort R.
Date: 2020-00-00
Type: Journal Articles
Subjects: Universities,Security Personnel,School Security,Delivery Systems,Foreign Countries,Institutional Characteristics,Weapons,Safety Equipment,Job Performance,Work Environment,Campuses,College Administration

The study examined provision of security facilities and security personnel service delivery in Universities in Cross River State, Nigeria. Three research questions and one hypothesis guided the study. The ex-post facto design was adopted for the study. The population of the study comprised 440 security personnel while the sample size was 400 security personnel. Two researchers developed and validated instruments entitled &quot;Provision of Facilities Questionnaire (POFQ) and Security Personnel Service Delivery Questionnaire (SPSDQ) were used for data collection. The reliability estimates of the instrument were determined using Cronbach Alpha Analysis and the coefficients of 0.80 and 0.83 were obtained. Descriptive statistics was used to answer the research questions while Pearson Product Moment Correlation was used to test the hypothesis at 0.05 level of significance. The finding of the study showed that there exist a disparity in the provision of security facilities in the institutions with the minimum provision of 11.10 and maximum of 26.00 facilities by State and Federal Universities respectively. The level of provision of security facilities in the two institutions studies indicated two levels of inadequate and moderate with a grand mean of 2.5135 and standard deviation of 0.92773. The level of security service delivery in the Universities in Cross River State depend on the level of availability of security facilities for use by security personnel is evident that there are three levels of security service delivery in Universities. The finding of the study also revealed that there is a significant relationship between provision of security facilities and security personnel service delivery. Based on the findings, it was recommended that the administrators should provide adequate security facilities such as hand guns, CCTV, tear gas, bullet proof vests and so on for effective security personnel service delivery.