ethanporcaro/eric-fulltext-meta huggingface dataset:
Modelling the Components of Metacognitive Awareness
Author: Kallio, Heli
Date: 2018-06-00
Type: Journal Articles
Subjects: Metacognition,Self Evaluation (Individuals),Models,Vocational Education,Measures (Individuals),Prediction,Learning Processes,Teaching Methods,Schemata (Cognition),Foreign Countries,Structural Equation Models,Labor Force Development,Factor Analysis,Statistical Analysis

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a subcomponent of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N = 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one's own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.
Personal and Social Resources Interplay Synergistically to Enhance Academic Motivation
Author: Fatima, Shameem
Date: 2018-06-00
Type: Journal Articles
Subjects: Student Motivation,Undergraduate Students,Self Determination,Self Efficacy,Social Support Groups,Foreign Countries,Learning Motivation,Measures (Individuals),Statistical Analysis,Regression (Statistics)

Guided by self-determination theory, the present study examines independent and interactive roles of self-efficacy and perceived social support in predicting types of academic motivation. Data were collected from 325 university undergraduates in 18-23 years of age (M = 21.09, SD = 1.34) from the fifth biggest city of South Asia. Results showed the independent and interactive effects of self-efficacy and social support from friends and from a significant other on intrinsic academic motivation after controlling the potential confounding due to demographics. Social support from friends, but not from family and a significant other, independently predicted extrinsic academic motivation. Neither self-efficacy nor social support significantly predicted amotivation.
Socio-Cognitive and Emotional Factors on Perpetration of Cyberbullying
Author: Larrañaga, Elisa
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,Computer Mediated Communication,Moral Values,Social Cognition,Social Support Groups,Emotional Response,Correlation,Secondary School Students,Victims,Aggression,Comparative Analysis,Peer Groups,Individual Differences,Regression (Statistics),Prediction,Gender Differences,Age Differences,Foreign Countries,Student Attitudes,Statistical Analysis

Research on the characteristics shown by children who cyberbully others is scarce. The objective of this research is to know the variables that predict the involvement of youngsters in cyberbullying perpetration. The current study examined the relation between socio-cognitive and emotional variables and cyberbullying perpetration. It examined the cyberbullies' beliefs about moral disengagement towards cyberbullying. It tested also the social support and emotional reactions to cyberbullying with the aim of understanding their association with cyberbullying perpetration. A number of 1,062 teenagers (54% girls) between 12 and 19 years old (M = 15.20, SD = 1.91), from six public secondary schools in Castilla-La Mancha (Spain), participated in the study. Results suggest that students who engage in cyberbullying perpetration have higher levels of cyberbullying victimization and bullying aggression when compared with their peers who do not engage in cyberbullying. The findings show that socio-cognitive and emotional variables are important to understand individual differences in engagement in cyberbullying. Result of regressions indicated that perpetration of cyberbullying was positively associated with cyberbullying victimization, bullying aggression, moral disengagement towards cyberbullying, social support and satisfaction expression. In contrast, perpetration of cyberbullying was not associated with negative emotions. Gender and age did not play a significant role in the prediction on perpetration of cyberbullying. Future research should continue to examine predictive factors associated with cyberbullying perpetration.
Teachers&apos; Attitudes toward Teaching Science in a New Zealand Intermediate School
Author: Ualesi, Yvonne
Date: 2018-06-00
Type: Journal Articles
Subjects: Teacher Attitudes,Science Instruction,Foreign Countries,Student Attitudes,Middle School Teachers,Semi Structured Interviews,Grade 8,Teacher Characteristics,Guidelines,Positive Attitudes,Faculty Development,Pedagogical Content Knowledge,Questionnaires,Science Careers,Science Programs,Affective Behavior,Teaching Methods,Qualitative Research

Concern has been raised globally that a lack of interest by teachers towards teaching science has a negative impact on the children they teach. While attention has been paid to the teacher as a contributing factor to students' attitudes, less has been written about the attitudes of teachers. To bridge this gap, the current study examines six Year 8 teachers' attitudes towards teaching science in a New Zealand intermediate school. Biographical data was gathered and individual semi-structured interviews were conducted that explored the teachers' attitudes. van Aalderen-Smeets et al.'s (2012) framework, which takes a multidimensional view of attitudes, is used as a lens to examine the attitudes of the participants in the current study. In general, the participants had a positive attitude towards teaching science. The dimensions contributing to their positivity or negativity are discussed. Implications for supporting teachers to teach science through professional learning and development opportunities in order to create positive attitudes to teach science are proposed.
Teachers&apos; Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
Author: Carson, Karyn
Date: 2018-06-00
Type: Journal Articles
Subjects: Elementary School Teachers,Preschool Teachers,Phonological Awareness,Evaluation Methods,Knowledge Level,Teacher Surveys,Student Evaluation,Foreign Countries,Reading Instruction,Reading Skills,Statistical Analysis

This study investigates the relationship between early childhood (EC) and early years' primary school (EYPS) teachers' phonological awareness (PA) assessment practices, self-reported PA knowledge and actual PA knowledge. Method: A survey design was employed whereby 102 registered Australian EC and EYPS teachers responded to questions regarding PA assessment practices, self-reported PA knowledge and actual PA knowledge. Results: The results showed: a) more than 80% of teachers use PA assessments, with EYPS teachers conducting frequent assessments and EC teachers conducting rare-to-occasional assessments; b) overestimation of self-reported PA knowledge; c) low levels of actual PA knowledge; and d) high usage of observations and professional judgement as assessment methods despite limited own PA knowledge. Implications: Increasing EC and EYPS teachers' knowledge of PA and improving their self-appraisal skills is critical for high-quality teacher PA assessment practices, and it illustrates the need for robust pre- and in-service teacher training.
Strengthening Identities and Involvement of Aboriginal Children through Learning on Country
Author: Jackson-Barret, Elizabeth M.
Date: 2018-06-00
Type: Journal Articles
Subjects: Self Concept,Indigenous Populations,Comparative Analysis,Outdoor Education,Spiritual Development,Cultural Context,Geographic Location,Indigenous Knowledge,Teaching Methods,Classroom Environment,Foreign Countries,Measures (Individuals),Instructional Effectiveness,Well Being,Play,Standards,Cultural Awareness,Elementary School Students,Learning Experience,Semi Structured Interviews,Teacher Attitudes,Social Development,Emotional Development,Elementary School Teachers,Outcomes of Education

Djarlgarra Koolunger (Canning River kids) is a culturally centred outdoor learning project referred to as 'On Country Learning' or OCL. The project explores Aboriginal connectedness to the spiritual, social, cultural, environmental and geographic dimensions of particular outdoor spaces. This allows Indigenous and non- Indigenous students and their educators to connect at what Nakata (2007) terms the 'cultural interface'. OCL offers opportunities to transform the ways in which schools engage with Aboriginal perspectives whilst facilitating deep learning through what we describe as culturally responsive pedagogies. This paper stories the journey of Aboriginal students and their teachers, engaging in learning that is situated on Country. We examine the involvement of children when learning on Country and provide analysis using the Leuven Involvement Scales (1994). The analysis compares this group of children in a classroom context and an on Country context over a period of six months and provides preliminary evidence of the efficacy of this approach.
The Effects of the School-Work Environment on Mathematics Teachers&apos; Motivation for Teaching: A Self-Determination Theoretical Perspective
Author: Corkin, Danya M
Date: 2018-06-00
Type: Journal Articles
Subjects: Self Determination,Work Environment,Mathematics Teachers,Predictor Variables,Self Efficacy,Value Judgment,Public Schools,Professional Autonomy,Principals,Instructional Program Divisions,Teaching Experience,Administrator Role,High Stakes Tests,Elementary Secondary Education,Teacher Surveys,Likert Scales,Regression (Statistics),Statistical Analysis

Guided by self-determination theory, this study investigated the extent to which factors of teachers' school-work environments predict their self-efficacy and intrinsic value for teaching. Participants were 217 mathematics teachers working in Texas public schools. Results indicated that principals' autonomy support positively predicted teachers' self-efficacy and intrinsic value for teaching beyond years of teaching experience, mathematics background, and grade level taught. Moreover, the negative effects of school-work environments dominated by high-stakes testing on teachers' motivation for teaching were moderated by the level of autonomy support provided by the school principal.
Pursuing Interests and Getting Involved: Exploring the Conditions of Sponsorship in Youth Learning
Author: Allen, Carrie D.
Date: 2018-06-00
Type: Journal Articles
Subjects: Youth,Student Interests,Case Studies,Interviews,Student Surveys,Youth Programs,Adolescents,Longitudinal Studies,Student Participation,Foreign Countries

The phenomenon of &quot;brokering&quot;--or connecting youth to present or future opportunities--is now well known in the field of learning and youth development as an integral part of how and why youth pursue and remain in particular interest-related learning opportunities. More recently, the related term sponsorship refers to the multiple ways in which youth experience brokering-like moments related to their interests. This article aims to better understand how sponsorship functions in the everyday conduct of youths' lives, as well as if and how sponsorship mediates young people's sustained participation and planned future in relation to their interest(s). We leverage a longitudinal data set collected over three years of youth participation in interest-related activities to retrospectively understand sponsorship within the existing conditions of young people's lives, including youth interest and access to program resources. Findings suggest that &quot;interest&quot; was often not the initial driver for youth entering an activity, but that youth joined activities based on other perceived benefits. Once involved, however, they found themselves developing skills, making friends, and seeing a possible future in the activity. We conclude with design principles intended to support young people in joining an activity, sustaining their participation, and seeing new possibilities for their futures.
Teachers&apos; and Students&apos; Perception about Cyberbullying. Intervention Strategies in Primary and Secondary Education
Author: Giménez-Gualdo, Ana-M.
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Mediated Communication,Bullying,Questionnaires,Teacher Attitudes,Prevention,Intervention,Elementary School Students,Secondary School Students,Teacher Motivation,Student Role,Victims,Gender Differences,Institutional Characteristics,Teacher Education,Elementary School Teachers,Secondary School Teachers,Coping,Statistical Analysis,Attribution Theory,Foreign Countries,Qualitative Research

Currently, schools face the challenge of dealing with the phenomena of cyberbullying, which is increasingly present among teenagers. This study analyses teachers' and students' perception of the problem, as well as the strategies that both groups use to avoid it. Its findings will allow advances in prevention and intervention in the schools. The study was conducted on 1,704 primary and secondary school students and 238 teachers who completed questionnaires about cyberbullying. We used a cross-sectional descriptive method. Findings show significant differences in the motives teachers attributed to cyberbullying. These depend on the educational stage they work in, whereas, among students, it depends on the role they have in the cyberbullying situation: victim or aggressor. We also find differences in the intervention strategies used by teachers, depending on the type of school, educational stage, and gender. Those used the most are communicating, mediating and seeking help. For students, the predominant strategies are avoidance, protection, and reporting. Schoolchildren, in general, show little confidence in their teachers' ability to solve the problem of cyberbullying. The study highlights the importance of training teachers and providing them with action models when faced with this issue, and it points out the necessity of coordinating the efforts of both teachers and students.
Young Creators in Open Spaces: Digital Ethnography
Author: Cortés, Sara
Date: 2018-06-00
Type: Journal Articles
Subjects: Ethnography,Technological Literacy,Workshops,Social Networks,Audiovisual Aids,Action Research,Informal Education,Creativity,Social Environment,Telecommunications,Handheld Devices,Computer Software,Teaching Methods,Qualitative Research,Language Usage,Syntax,Discourse Analysis,Foreign Countries,Adolescents,Children,Program Descriptions,Photography

The goal of this paper is to analyze the creative processes undertaken in a community of teenagers participating in entertainment workshops designed to develop digital literacies. The main goal is to outline support strategies to generate digital literacy among young people who participate in social networks. We adopt an ethnographic and action research approach to explore the creative process undertaken in an informal educational environment. Methodologically, narrative reconstructions are combined with an analytical approach. The results obtained were three-fold: 1) Specific audiovisual content depends on the material and social context in which it was generated. 2) When multimodal discourses are used, their use is conditioned by the mobile applications that young people use and the need to integrate different modes. 3) The conversations and practices that take place in the workshop focus young people's attention on creative and critical practices when using social networks such as Vine and Instagram.
Initial Teacher Preparation for Teaching Students with Exceptionalities: Pre-Service Teachers&apos; Knowledge and Perceived Competence
Author: Bannister-Tyrrell, Michelle L.
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Knowledge Base for Teaching,Disabilities,Special Needs Students,Teacher Competencies,Inclusion,Attitude Measures,Self Efficacy,Academically Gifted,Foreign Countries,Statistical Analysis

This research study surveyed 100 undergraduate teacher education students in a regional university in Australia, explored self-reported perceptions of their knowledge about students with exceptional needs, and their competence to be effective educators of these students in an inclusive classroom. Additionally, we included a measure of general attitude toward teaching in an inclusive classroom. What made this exploratory study atypical was broadening the concept of 'exceptionality' to the inclusion of items related to students with physical and cognitive challenges, superior academic gifts and those deemed to be twice exceptional. The results were unexpected in that teachers' age, parental status and exposure to units of study in special and inclusive education did not differentiate their knowledge, perceived competence, or general attitude.
Data Mining Techniques Applied in Educational Environments: Literature Review
Author: Villanueva Manjarres, Andrés
Date: 2018-06-00
Type: Journal Articles
Subjects: Information Retrieval,Data Analysis,Educational Environment,Research Methodology,Problem Solving,Classification,Data Processing,Educational Research,Decision Making,Correlation,Regression (Statistics),Markov Processes,Bayesian Statistics,Literature Reviews

Educational Data Mining is an emerging discipline which seeks to develop methods to explore large amounts of data from educational settings, in order to understand students' behavior, interests and results in a better way. In recent years there have been various works related to this specialty and multiple data mining techniques derived from this to address different educational problems have been used. The aim of this paper is to present a review of the works in which data mining techniques were used to solve specific problems of education and to do a classification associated to diverse scenarios in which they have been applied.
Exploring Teachers&apos; Assessment Literacy: Impact on Learners&apos; Writing Achievements and Implications for Teacher Development
Author: Mellati, Morteza
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Males,Second Language Instruction,English (Second Language),Pedagogical Content Knowledge,Writing Instruction,Writing Achievement,Undergraduate Students,Faculty Development,Educational Assessment,Semi Structured Interviews,Observation,Writing Skills,Rating Scales,Correlation,Statistical Significance,Writing Evaluation,Scores,Qualitative Research,Statistical Analysis,Pretests Posttests

Teacher-mediated classroom assessment might have significant impacts on learners' academic achievements and teachers' development. The current study investigated teachers' assessment literacy and its impact on their current assessment practices and learners' writing outcomes. The study sought to gain an understanding of the extent to which teachers' assessment literacy affects their practices and their learners' outcomes. To conduct the study and gather the required data, the researchers employed teachers' assessment literacy inventory, semi-structured interview, non-participatory observation, and Writing Competence Rating Scale (WCRS). Ten male EFL instructors and 75 male sophomores from Iranian EFL contexts were selected from four language schools in Iran. The results of the study indicated that teachers' assessment literacy has a statistically significant impact on learners' writing achievements and teachers' assessment awareness leads teaching environments into effective and motivated assessment design. These findings suggest language educators considering teachers' assessment awareness in their teacher education programs.
Media Training for Future Education Professionals: A Study of the Spanish Context
Author: Rodríguez-Hoyos, Carlos
Date: 2018-06-00
Type: Journal Articles
Subjects: Journalism Education,Mixed Methods Research,Thematic Approach,Curriculum Guides,Interviews,Educational Practices,Educational Methods,Student Evaluation,College Faculty,Teacher Surveys,Technology Education,Preservice Teacher Education,Fundamental Concepts,Course Content,Teaching Methods,Foreign Countries

This article presents the results of research aimed at finding out how training in media education is being developing in Spanish Universities. From a methodological perspective, this work is part of what can be considered a mixed research paradigm. In the first phase, the content of 179 study guides from 83 Spanish universities was analysed using a thematic coding system to analyse the data. In the second phase, 13 in-depth interviews were conducted with university teachers in charge of teaching subjects related to media education in order to understand how they were developing these experiences (methodologies used, systems of assessment, etc.). The results show that the presence of dimensions of media education in curricula is unequal and that teachers are using a wide range of teaching methods and evaluation tools. This study suggests that the education authorities and university teachers should rethink training for future teachers and include contents that facilitate understanding the functioning of the media as a way of accessing diverse cultural representations.
Information and Communication Technologies and Students&apos; Out-of-School Learning Experiences
Author: Engel, Anna
Date: 2018-06-00
Type: Journal Articles
Subjects: Learning Experience,Secondary School Students,After School Programs,Social Media,Mass Media Use,Mixed Methods Research,Focus Groups,Questionnaires,Interviews,Student Participation,Learning Activities,Technology Uses in Education,Student Surveys,Foreign Countries

The widespread availability of information and communication technologies (ICTs) has generated new activity contexts that provide opportunities and resources for learning, at the same time as expanding the learning potential of traditional contexts such as the family and schools. Within this framework the present study analyses the frequency with which students of three ages (10, 13 and 16 years) participate in ICT-mediated activities outside school, as well as the learning experiences associated with this participation. To this end, we used a multimethod approach combining administration of a questionnaire with focus groups and individual interviews. The analysis revealed low rates of participation in ICT-mediated activities outside school and showed that these activities were associated with limited learning experiences. These results highlight the importance of educational institutions building closer links between students' learning experiences in and outside school, as well as the need to develop initiatives that can foster the acquisition of the digital skills required to maximize the learning potential of new activity contexts.