ethanporcaro/eric-fulltext-meta huggingface dataset:
An Analysis of Smartphone Security Practices among Undergraduate Business Students at a Regional Public University
Author: Chin, Amita G.
Date: 2020-00-00
Type: Journal Articles
Subjects: State Universities,Undergraduate Students,Telecommunications,Handheld Devices,Risk,Information Security,Business Administration Education,Computer Software,Student Attitudes,Student Surveys,Gender Differences,Student Behavior

In 2019, the number of smartphone users in the United States was estimated to be over 266 million, or 81% of the population. While smartphones, combined with a plethora of apps that are readily available, have become wholly integrated into our daily lives, they embody a multitude of risks for consumers. The purpose of this study is to assess smartphone security practices among undergraduate business students at a regional public university. In December 2019, a survey focusing on security-related practices was administered to students in multiple business classes at the university. The results of the survey show that students exhibit a high degree of care on some measures of security, but they are rather lax in other areas. Males exhibit evidence of some more risky behaviors than their female counterparts. Those who have lost their phones in the past are more likely to be familiar with some disaster preparedness phone features and they are more likely to insure their smartphones.
Assessment of Teachers&apos; Pedagogical Knowledge on the Utilization of Information and Communication Technology in Kwara State, Nigeria
Author: Obielodan, Omotayo Olabo
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Technological Literacy,Pedagogical Content Knowledge,Access to Computers,Teaching Methods,Secondary School Teachers,Computer Use

The study investigated teachers' pedagogical knowledge of utilization of Information and Communication Technology in Kwara state, Nigeria. A structured questionnaire was used to examine the availability of ICT tools, teachers' pedagogical knowledge on the utilization of ICT tools, and the frequency of utilization of ICT tools for teaching. In total, 273 out of 333 teachers responded to the questionnaire. Three research questions were raised and answered. Standard deviation and mean scores statistical measures were used to answer research questions 1-3.The study revealed that most ICT tools were not available for teaching; the few available ones are not frequently used; while teachers had low pedagogical knowledge of the use ICT tools for teaching. Based on the findings, it was recommended that government and non-governmental organisations should endeavour to procure and distribute relevant Information and Communication Technologies to schools for effective teaching and learning purposes. Also, educational administrators should provide enabling environments within the school setting to aid frequent use of ICT for instruction. Similarly, specialised training should be organised to improve teachers' pedagogical knowledge of ICT tools for instructional purposes.
ICT Leadership Education for Agricultural Extension in Sri Lanka: Assessing a Technology Stewardship Training Program
Author: Gow, Gordon A.
Date: 2020-00-00
Type: Journal Articles
Subjects: Rural Extension,Foreign Countries,Leadership Training,Information Technology,Communities of Practice,Program Design,Program Effectiveness,Participant Satisfaction,Self Efficacy,Agriculture,Rural Development,Technological Literacy

This article reports on a technology stewardship training program to promote ICT leadership development with agricultural extension practitioners in Sri Lanka. Researchers used a multi-method approach with a single embedded case study. Data were collected using a pre-course survey, formal course evaluation, classroom observation, and semi-structured interviews with participants. Kirkpatrick's four-level evaluation model was used to structure analysis of the results. Findings from this study show a positive response to technology stewardship training among agricultural extension practitioners in the course, that learning objectives of the course are achievable when offered as an in-service training program, that self-confidence with ICT is improved, and that some participants applied their learning in a post-course activity. Results from the study also raise a number of considerations for future course design in order to better support digital leadership development in practice. Technology stewardship training shows promise as a form of ICT leadership education for agricultural communities of practice in Sri Lanka and elsewhere. This article contributes to a better understanding of the role of social learning among communities of practice in agricultural extension services, and in contributing to effective use of ICT for agriculture development more broadly.
Visualizing the Newtons Fractal from the Recurring Linear Sequence with Google Colab: An Example of Brazil X Portugal Research
Author: Alves, Francisco Regis Vieira
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Geometric Concepts,Numbers,Mathematics Education,Teaching Methods,Equations (Mathematics),Foreign Countries,Mathematics Teachers,Visualization

In this work, recurrent and linear sequences are studied, exploring the teaching of these numbers with the aid of a computational resource, known as Google Colab. Initially, a brief historical exploration inherent to these sequences is carried out, as well as the construction of the characteristic equation of each one. Thus, their respective roots will be investigated and analyzed, through fractal theory based on Newton's method. For that, Google Colab is used as a technological tool, collaborating to teach Fibonacci, Lucas, Mersenne, Oresme, Jacobsthal, Pell, Leonardo, Padovan, Perrin and Narayana sequences in Brazil and Portugal. It is also possible to notice the similarity of some of these sequences, in addition to relating them with some figures present and their corresponding visualization.
Semiotic Conflicts in the Learning of Proportionality: Analysis of a Teaching Experience in Primary Education
Author: Burgos, María
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Concepts,Mathematics Education,Elementary School Mathematics,Elementary School Students,Cognitive Processes,Problem Solving,Group Discussion,Fractions,Semiotics,Conflict,Mathematical Logic,Foreign Countries

In this paper, we analyse the results of an experience designed and implemented to evaluate the epistemic and cognitive conflicts identified in the study of proportionality, carried out by a group of 21 students in their last year of primary education. Initially the students exhibit difficulties to recognize situations where proportionality can be applied, to distinguish magnitudes, quantities and proportionality tables, and to identify procedures to solve proportionality problems other than the rule of three. Nevertheless, in the group discussion session, oriented to develop the dialogue and collective justification of the assessment tasks solutions, they are able to justify the methods employed, linking the rule of three with the equivalence of fractions and the proportionality relation.
Salamanca 25 Years Later: A Commentary on Residual Dialogues of Disability and Diversity
Author: Winzer, Margaret
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Inclusion,Educational History,Educational Change,Global Approach,Foreign Countries,Access to Education,Students with Disabilities,Conferences (Gatherings),Conference Papers

The concepts, premises, and promises of inclusive schooling as a global movement crystallized at UNESCO's 1994 World Conference on Special Needs Education in Salamanca. Despite their marked influence over the past 25 years, the Salamanca documents also ushered in a set of continuing challenges. Using the documents as a departure point, this paper addresses three main areas: UNESCO's role in erecting an architecture for inclusive schooling; core issues that arose in the Salamanca documents, particularly relating to contentious debates about the audience for inclusive schooling; and continuing issues in interpreting the Salamanca directions.
Strengthening Resilience in School -- A Narrative Examination of How Teachers Promote Resilience by Providing Social Support
Author: Diers, Manuela
Date: 2020-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Social Support Groups,Teacher Student Relationship,At Risk Students,Trust (Psychology),Teacher Influence,Early Experience,Foreign Countries,Child Safety,Stress Variables,Family Problems,Coping,Secondary School Students,Youth

The article presents a recent study on the question of how young people suffering from psychological risks in their environment recreate social support from teachers in their narratives and what kind of role teachers' social support plays for children and young adults living at high risk and for strengthening resilience. It points out that teachers can initiate creative metamorphosis of biographical identity to help overcome trajectories of suffering. The link between biographical and resilience research is discussed on the basis of Marica's case. One key result is the importance of teachers in the role of significant others, a position which enables them to strengthen resilience. A constructive, trustful and approving teacher-student relationship is the basis for the resilient development of children at high risk.
Fathers&apos; Roles, Attitudes, and Practices Regarding Tree Climbing
Author: Gull, Carla
Date: 2020-00-00
Type: Journal Articles
Subjects: Physical Activities,Parent Attitudes,Fathers,Children,Early Adolescents,Injuries,Child Safety,Psychomotor Skills,Risk,Play,Parenting Styles,Skill Development

Gull, Levenson Goldstein, and Rosengarten (2018) examined the benefits and risks associated with tree climbing on child development and resiliency in regards to parental perspectives; however, it lacked a clear male perspective. The recommendations from that study mentioned that 93% of the responses originally came from mothers; hence, the need to look specifically at fathers' views on tree climbing. A follow-up mixed method survey instrument was administered to fathers of children aged 3-13 that climb trees, examining background information, rules and restrictions on tree climbing, injuries, and fathers' attitudes on allowing children to climb trees. As with the initial study, the results suggest few injuries. However, fathers do have different concerns, perspectives, and rules associated with their children climbing trees. The data concluded fathers perceive tree climbing as providing children with the ability to have fun and improve dexterity, physical strength, risk negotiation, spatial awareness, and self-confidence. Fathers of tree climbers from this study recognize and accept the risk of tree climbing, knowing the risks and potential injuries are growing experiences for their children.
A Comparative Study of Higher Education Governance in Greater China
Author: Tao, Claire Y. H.
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Governance,Higher Education,Comparative Education,Educational Policy,Educational Strategies,Educational Change,Public Policy,Federal Government,Program Implementation,Accountability,Educational Legislation

During 1980, many Western countries launched public administration reforms. These reform waves also blew over to many Asian countries. With the advent of globalization and the rise of knowledge-based society, education and innovation are regarded as the driving forces behind social and economic growth and development. To enhance the national capacity, education reforms have also become common agendas among nation states since the 1980s. This paper aims at critically reviewing and comparing major policies and strategies of the higher education reform adopted by the respective government in Greater China, including mainland China, Hong Kong, Macau, and Taiwan and Singapore. The key research questions are why these countries attempted to reform their higher education and if these countries achieve the desired results and comply with good governance. In this paper, four areas, &quot;Rule of Law,&quot; &quot;Transparency,&quot; &quot;Effectiveness,&quot; and &quot;Accountability&quot; are evaluated to examine how these selected cases' governance in higher education have been implemented in the past 30 years.
&quot;It Just Made Me Want to Do Better for Myself&quot;: Performing Arts Education and Academic Performance for African American Male High School Students
Author: Walton, Calvin Wesley
Date: 2020-05-12
Type: Journal Articles
Subjects: African American Students,Males,High School Students,Theater Arts,Academic Achievement,Program Effectiveness,Academic Ability,Public Schools,Barriers,Discipline,Teacher Expectations of Students,Special Education,Student Placement,Cognitive Development,Identification (Psychology)

A wide body of research has been conducted which examines the relationship between arts engagement and academic performance for the general population of students in U.S. schools. To date, few studies have been conducted that examine the effects of arts-based learning experiences on African American males' academic performance. To address this gap in the literature, this case study uses interviews and post-graduation outcomes to explore the effects of school-based performing arts engagement on academic performance among African American male high school students. Findings from this project indicate that immersion in school-based performing arts learning experiences strengthens academic skills development, improves overall school performance, and enhances post-school outcomes for African American male high school students. These findings suggest that bolstering arts-based school curricula and increasing access to performing arts learning experiences may improve school outcomes for African American males who attend U.S. public schools.
Supporting School Readiness Naturally: Exploring Executive Function Growth in Nature Preschools
Author: Zamzow, Jenna
Date: 2020-00-00
Type: Journal Articles
Subjects: Executive Function,Preschool Education,Preschool Children,School Readiness,Child Development,Outdoor Education,Natural Resources,Educational Environment

This study utilized the Minnesota Executive Function Scale to quantitatively explore the influence of nature preschools on executive function skills, which are a critical component of school readiness. Executive function skills are malleable skills that allow goal setting and follow through, skills that determine success in school and beyond. Four nature and two non-nature preschools participated in the study. These six preschools shared a child-centered, play-based approach toward supporting holistic development across the domains. The primary difference between the nature and non-nature preschools was in the proportion of the day spent outdoors and the location of the outdoor play time (in nature v. in maintained outdoor settings). Results suggest significant executive function skill growth among the nature preschool participants; this growth was similar to that observed in the non-nature preschool participants. Additionally, children across the nature and non-nature preschools had growth in executive function skills that exceeded what would be expected in typically developing children. Implications for further research are discussed.
A Musical Perspective on STEM: Evaluating the EcoSonic Playground Project from a Co-Equal STEAM Integration Standpoint
Author: Johnson-Green, Elissa
Date: 2020-05-12
Type: Journal Articles
Subjects: STEM Education,Integrated Curriculum,Pilot Projects,Playgrounds,Instructional Effectiveness,Musical Instruments,Handicrafts,Experiential Learning,Art Education,Cognitive Development,Social Development,Emotional Development,Undergraduate Students,Foreign Countries,Student Attitudes

Research on teaching and learning in integrated education has focused on connections between arts and non-arts domains to provide a comprehensive experience for K-12 learners. Recently, STEAM (Science, Technology, Engineering, Arts, Mathematics) education has explored arts integration for more effective STEM learning. However, effective integration is often elusive; the arts are sometimes diluted as a consequence of well-intentioned integration within STEM subjects, with STEM learning risking similar superficial treatment within arts curricula. This qualitative pilot study focuses on The EcoSonic Playground Project (ESPP) -- an integrated STEAM project for students of all ages -- and evaluates its effectiveness from a co-equal integration standpoint, where participants use skills across STEM and arts areas equally in service of a common, musical goal. Findings suggested that this project supported, the application of existing cognitive and social-emotional skills and STEAM practices within an arts framework while fostering in participants the synthesis of new connections among skill areas. While recognizing findings are context specific, conclusions and recommendations may be of particular interest to educators and researchers exploring STEAM or other arts integration initiatives in the classroom.
Aspects of a Categorization of the Concept &quot;Personality&quot; in the Professional Consciousness of Teachers - An Example from Belarus
Author: Bylinskaya, Natalia V.
Date: 2020-00-00
Type: Journal Articles
Subjects: Classification,Psychology,Elementary School Teachers,Secondary School Teachers,Humanism,Learning Processes,Models,Teaching Methods,Personality Theories,Foreign Countries,Accuracy,Teacher Attitudes,Personality Traits,Factor Analysis

The article presents research into the concept of &quot;personality&quot; in the categorical grid of the consciousness of primary and secondary school teachers. The data obtained demonstrate the presence of an orientation in the teachers' minds and activities towards the implementation of personality-oriented, humanistic models of learning. At the same time, the structure of the concept of &quot;personality&quot; revealed in the pedagogical consciousness is not cognitively complex and holistic. This determines the specific tasks of psychological education to clarify and enrich teachers' perceptions of personality.
The Hanseatic League and Education -- A Neglected Chapter in European and German History
Author: Graumann, Olga
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational History,Networks,Educational Development,Medieval History,Retailing,Business Education,Second Language Learning,Study Abroad,Political Attitudes,Museums,Foreign Countries,Literacy,Laws,International Trade

The focus of this article is on the connection between education and the Hanseatic League, a topic largely neglected in educational literature, although the qualification needs of Hanseatic merchants had a remarkable influence on the development of German and European education. The Hanseatic League as a network between merchant families, friends and trading partners, its temporal limitation from about the 12th to the 17th century, its spatial expansion, its offices at home and abroad as well as its trading goods are discussed in detail. The main part of the article is dedicated to education. The general history of education in the Middle Ages cannot be separated from the specific history of merchant education. However, it can be stated that both strands of development have mutually fertilized each other. Of particular interest for today's educational processes is the importance of &quot;learning abroad&quot; to learn foreign languages and get to know foreign cultures, as well as the &quot;learning by doing&quot; that characterized the education of merchants in the Middle Ages. Since the Hanseatic League has been misused in the field of education for political ideologization over the past two centuries, a brief overview of the reception of the Hanseatic League in the history of education is appropriate. The topic is rounded off by emphasizing the importance of the European Hanseatic Museum in Lübeck, founded in 2015, for education today.
Decoding of Bias in Qualitative Research in Disability Cultures: A Review and Methodological Analysis
Author: Borowska-Beszta, Beata
Date: 2017-12-00
Type: Journal Articles
Subjects: Research Problems,Qualitative Research,Social Science Research,Research Design,Researchers,Gender Bias,Social Bias,Attitudes toward Disabilities,Preferences,Censorship,Labeling (of Persons)

Prejudice and bias are described as an embarrassing phenomenon of research work in social sciences. They concern both quantitative and qualitative research. Authors working in both antagonistic paradigms such as positivist, post-positivist and constructivism, interpretivism generally point to the main patterns showing the aspects of bias. They usually indicate the bias in the process of the research design, among the subjects involved in the study or including the reliability and quality issues of the study. Gender is also mentioned as not neutral and as factor raising bias. In this review and methodological article the concept of bias is narrowed down to discussing these that concern chosen elements of research design process and the three actors involved as researcher, gate-keeper and censor. The gender issue bias, detailed analysis of design process bias, as well as quality of research bias and informant bias are briefly mentioned in the article but are extensive enough to be discussed in a separate paper.
Dimension-Corrected Somers&apos; D for the Item Analysis Settings
Author: Metsämuuronen, Jari
Date: 2020-00-00
Type: Journal Articles
Subjects: Item Analysis,Correlation,Test Items,Simulation,Evaluation Methods,Statistical Analysis,Decision Making

A new index of item discrimination power (IDP), dimension-corrected Somers' D (D2) is proposed. Somers' D is one of the superior alternatives for item-total- (Rit) and item-rest correlation (Rir) in reflecting the real IDP with items with scales 0/1 and 0/1/2, that is, up to three categories. D also reaches the extreme value +1 and -1 correctly while Rit and Rir cannot reach the ultimate values in the real-life testing settings. However, when the item has four categories or more, Somers' D underestimates IDP more than Pearson correlation. A simple correction to Somers' D in the polytomous case seems to lead to be effective in item analysis settings. In the simulation with real-life items, D2 showed very few cases of obvious underestimation and practically no cases of obvious overestimation. With certain restrictions discussed in the article, D2 seems to be a good alternative for these classic estimators not only with dichotomous items but also with the polytomous ones. In general, the magnitudes of the estimates by D2 are higher than those by Rit, Rir, and polychoric correlation and they seem to be close of those of bi- and polyserial correlation coefficients without out-of-range values.