ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty Perceptions toward Critical Thinking among Kasetsart University Students
Author: Kerdsomboon, Chakree
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,College Faculty,College Students,Critical Thinking,Thinking Skills,Curriculum,Barriers

This study investigated faculty perceptions toward critical thinking among students in Thai universities and how this might influence how they teach, and they might instill this form of thinking in their students. The data source was semi-structured interviews with six faculty from the Educational Psychology and Guidance fields in Thai universities via Line and Facebook application. It has been found that faculty perceived that critical thinking helps students in their decision in daily life problem appropriately. Even though teachers perceived that they are encouraging their students to think critically in the classrooms, they are only concerned with comprehending the subject matters. Detailed discussions regarding the perceptions of faculty on students' critical thinking are provided.
Examining the Relations among Extraversion, Neuroticism, and School Bullying among Lithuanian Adolescents
Author: Tilindiene, Ilona
Date: 2021-00-00
Type: Journal Articles
Subjects: Personality Traits,Bullying,Victims,Correlation,Extraversion Introversion,Neurosis,Secondary School Students,Student Attitudes,Foreign Countries,Scores,Prediction,Measures (Individuals)

School bullying still remains an important concern. While there is growing knowledge about the nature, extent and effects of school bullying, we still lacking research on personality traits and involvement in bullying. This article seeks to examine the relations between personality traits (extraversion and neuroticism) and being involved in school bullying (as bully, victim, or bully-victim) among Lithuanian adolescents. We expected that higher scores on extraversion will be more positively related with adolescent bullying, as neuroticism will be more positively related with victimization. Additionally, we expected that both personality traits would predict adolescents' involvement in bullying (being bullies and victims). A sample of 766 adolescents (418 girls and 348 boys; ages between 13- and 15 years old) completed measures of extraversion and neuroticism, as well as measures of bullying in school. Results indicated that bullying in school remains a serious issue as more than half of adolescents' experience victimization and almost half of them were bullies themselves. Using logistic regression analyses, it was found that higher extraversion was positive predictor of being bullies, but not related with victimization. Higher neuroticism was positive predictor of victimization. The results reveal that both higher extraversion and neuroticism are positive predictors of being bully and victim. Taking together, the results added to scientific evidence that both personality traits could be predictors of adolescents' involvement in school bullying.
Internet Addiction Scale: A Parametric Study through the EFA and Polychoric Correlation Matrices
Author: García-Santillán, Arturo
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Addictive Behavior,Engineering Education,Foreign Countries,Computer Use,College Students,Student Behavior,Gender Differences

The purpose of the study is to determine the degree of Internet addiction in engineering students. It takes as a theoretical reference the scale proposed by Young (1998), which establish the criteria and ranges of addiction. The instrument is in Likert format with responses ranging from 1 (rarely) to 5 (always). The participants were 306 students of the Engineering career enrolled in the different school grades of the Technological Institute of Tierra Blanca, Veracruz in the 2020-2021 school year. For data analysis, the statistical technique of exploratory factor analysis with extraction of principal components and Varimax rotation is used. In addition, for instruments designed with Likert scales, it is necessary to use the Polychoric Correlation matrices for factor analysis (Richaud, 2005; Ogasawaras, 2011). The main findings are: a factorial structure of six factors was obtained, which explains 63.1 % of the total variance and is in accordance with Young's proposal (1998), however the indicators are integrated differently in each factor. The level of internet addiction of the students does not fall within the normal range; the highest percentage is mild, which does not generate an alert in which immediate attention should be paid. It was also found that there is no difference in internet addiction in relation to gender.
PBIS Implementation Fidelity and Student Outcomes in an Urban School District
Author: Scherer, C. Angelique
Date: 2020-12-00
Type: Journal Articles
Subjects: Positive Behavior Supports,Program Implementation,Fidelity,Outcomes of Education,Secondary Schools,Secondary School Students,Urban Schools,School Districts,Student Improvement,Educational Change,Discipline,Educational Improvement,Suspension,Reading Achievement,Mathematics Achievement

The purpose of our study was to examine Positive Behavior Interventions and Supports (PBIS) implementation fidelity and student outcomes for secondary schools in a large, urban school district placed under a corrective action plan due to disproportionate suspension practices for students of color. Drawing upon data over a four-year period on PBIS implementation fidelity, discipline referrals, suspensions, and standardized test scores, we employed repeated measures analysis of variance (ANOVA) and revealed improved outcomes in the first year, but improvements did not continue over time. Additionally, academic outcomes did not show any significant increases. The study concludes with implications for policy, practice, and future research.
Perceptions of Leadership Identification: A Collective Autoethnographical Study
Author: Parfitt, Christopher M.
Date: 2020-12-00
Type: Journal Articles
Subjects: Ethnography,Principals,Assistant Principals,Administrator Attitudes,Talent Identification,Instructional Leadership,Educational Planning,School Districts,Systems Approach,Administrator Role,Teacher Attitudes,Work Experience,Leadership Role,Leadership Training,Faculty Mobility,Kindergarten,Elementary Secondary Education

Through a collaborative autoethnographic approach, a former principal, current principal, current assistant principal, and aspiring principal recount their experiences pertaining to identification of leadership talent. As identified through previous research, proper identification or talent is the first major component to quality succession planning. Data were collected through individual reflections and group discussions and triangulated to published documents from the school district. Positive and negative aspects were identified, including personal experiences and perceptions of district-wide initiatives. Divergent viewpoints were most notable among levels of experience. The former principal focused on systems aspects, the current principals concentrated on aspects that affected them directly or in which they had influence. The aspiring principal addressed the issues from the point of view of a teacher who had limited exposure to several aspects. Limitations and potential biases were acknowledged and recommendations for future research were provided, including expansion as a case study or phenomenology.
A New Approach for Paraphrasing and Rewording a Challenging Text
Author: Polat, Yahya
Date: 2021-06-00
Type: Journal Articles
Subjects: Translation,Phrase Structure,Language Processing,Semantics,Second Languages,Language Usage,Generative Grammar,Text Structure,Linguistic Theory,Classification,Definitions

This article aims to propose a practical model for intra-lingual translation or &quot;paraphrase&quot; in another term. Paraphrase is a restatement of a text, rewording something written or spoken, especially to achieve greater clarity. This approach could help a troubled translator who is having issues translating a complex text into a receptor language by assessing the source text and reconstructing the contents in a simpler semantic structure. (Larson, 2012) Noam Chomsky's generative--transformational model (1957, 1965) and Larson's (2012) methodology have been followed to analyze sentences into a series of related levels governed by the help of several other techniques. To achieve this, firstly, the concepts; &quot;Intralingual translation,&quot; &quot;rewording,&quot; &quot;paraphrasing,&quot; and &quot;restatement&quot; are identified and explained. Secondly, methods of rewording are unpacked, then other elements that play an essential role in paraphrasing are presented. Thirdly, steps of paraphrasing are applied to the text Taj Mahal where skewings between semantic structure and grammatical features are studied and unskewed. Lastly, a conclusion is drawn from the findings to verify the hypothesis of the paraphrase. The findings and results of rewording are also briefly discussed.
Preparing Scholar-Practitioners for Systemic and Systematic Inquiry: Methodology Published and Practiced
Author: Curtin, Susan
Date: 2020-12-00
Type: Journal Articles
Subjects: Research Methodology,Periodicals,Educational Administration,Journal Articles,Qualitative Research,Statistical Analysis,Mixed Methods Research,Research Design,Data Collection

This study explores the methodology presented in four leading educational leadership journals for a period of three years to investigate the predominant methodologies reported in journals most read by faculty members in educational administration or leadership programs. This content analysis study uses frequency and percentages to gather data on the published methodologies of four educational leadership journals. We used an established coding protocol, and our coding was not interpretive. The analysis revealed that qualitative methods were published more frequently than quantitative methods in the leading educational leadership journals with an emphasis on studies using a descriptive qualitative design, a descriptive quantitative design, correlational research, and case studies. This study replicated a study conducted by Wells, Kolek, Williams, and Saunders (2015) which was a content analysis of three major higher education journals to examine the methodologic characteristics of published research from 1996-2000 and 2006-2010 respectively. The authors discuss the relevance of the study for EdD programs in Educational Administration/Leadership. The analysis may inform decisions about how to best develop scholar-practitioners' capacity to use systemic and systematic inquiry to solve complex problems of practice.
Understanding the Emotional Systems in Schools
Author: Hartmann, Jeffrey
Date: 2020-12-00
Type: Journal Articles
Subjects: Leadership,Organizational Change,Emotional Response,Leadership Styles,Educational Change,Resilience (Psychology),Educational Environment,Stress Management,Anxiety,Leadership Qualities,Elementary Secondary Education,Public Schools

There is a hidden dynamic in schools that is potent, pervasive, and impacts all aspects of a school's function. This dynamic exists among those within a school and has the power to propel or thwart improvement efforts, include or exclude new staff members, and be a help or hindrance to the mental well-being of our educators. Revealing this hidden world and understanding its impact is key to moving schools forward. What follows are examples of how our school used a conceptual framework known as &quot;Resilient Leadership,&quot; based on Bowen Family Systems Theory, to help our team better understand this hidden world as we moved forward. Our school needed a framework to help everyone navigate the emotional tumult that inevitability occurs through the process of improvement.
The Impact of Serious Games in Mathematics Fluency: A Study in Primary Education
Author: Fraga-Varela, Fernando
Date: 2021-00-00
Type: Journal Articles
Subjects: Game Based Learning,Mathematics Instruction,Elementary School Students,Mathematics Achievement,Grade 4,Mathematics Skills,Educational Technology,Foreign Countries

In recent years there has been a renewal of educational software encouraged by the incorporation of specific designs based on serious games. Previous studies on their use do not provide conclusive data on the advancement in learning, both at a general level and in specific contents. The main objective of this work is to study the impact of the use of serious games in primary education classrooms, specifically on mathematics fluency, taking into account gamification variables and teaching experience. A quasi-experimental study was carried out with a pretest-posttest design, without a control group and with several experimental groups, involving 284 students from the first to the fourth grade. The results show a significant improvement in mathematics fluency with the use of serious games in the different grades and classroom groups studied. The gamification strategy promotes even greater progress over the classes where it has not been implemented. There is a similar time of use of serious games by both novice and experienced teachers, with better results in mathematics fluency in the case of the second group. It also shows the relationship between the results obtained and the school grades of the students. The findings point to the potential of using serious games designed specifically for school environments and challenge previous work on generational barriers in teachers.
Young People and Social Networks: Between the Democratization of Knowledge and Digital Inequality
Author: Andrade-Vargas, Lucy
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Networks,Democracy,Access to Information,Social Media,Internet,Social Differences,High School Students,Foreign Countries

The growing access to the Internet, devices, and social media has revolutionized communication processes and democratized access to information and content creation. However, several researchers have shown that although access to the Internet is readily available, the virtual world is a mirror of the society in which we live where digital inequity exists. Several studies present evidence that social status does not affect the presence of social network users, but it does affect the way it is used and content creation, although it concerns studies that were mostly carried out in European and North American contexts. This research explores the socioeconomic profile of young people concerning the consumption and creation of content, and the virtual world of adolescents related to social inequalities found in the real world. This study followed an exploratory quantitative design by means of a survey that was applied to 2,115 high-school students from high-performing educational institutions in Ecuador. The results highlight three units of analysis: (1) reasons for using the platform (2) time of consumption (3) type of content that young people create. In line with previous studies, it points out how the socioeconomic environment has an effect on how young people use social networks. Similarly, it shows an increase in the democratization of content creation processes.
Visual Teaching Strategies to Reduce the Learning Difficulties in Advanced Algebra and Analytic Geometry Course
Author: Yu, Ber-Lin
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Algebra,Geometry,Mathematics Instruction,Visual Aids,Teaching Methods,Instructional Effectiveness,Student Attitudes,Mathematical Concepts,Concept Formation,College Students

In this article, we present the results of a classroom action study that was done in the course of advanced algebra and analytic geometry at Huaiyin Institute of Technology. Specifically, we identify and analyze the students' difficulties in learning the course of advanced algebra and analytic geometry, put forward three visual strategies to reduce the learning difficulties. We conduct a questionnaire after a final exam to determine how these visual teaching strategies help students to learn and how the visual teaching strategies affect their attitude towards advanced algebra and analytic geometry. The results are positive and help to answer the question about the value of visual teaching strategies, suggesting ways forward in teaching advanced algebra and analytic geometry.
Attitudes of Non-Native Speakers of English Studying in Australia towards World Englishes
Author: Patria, Aditya Nur
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Student Attitudes,College Students,English Language Learners,Intellectual Disciplines,Majors (Students),Second Language Instruction,Language Variation,Language Usage,Foreign Students

The present study explores attitudes of non-native speakers of English studying in a reputable university in Melbourne, Australia, towards world Englishes. In particular, the study investigates different attitudes between students enrolled in a university subject, which indirectly promotes the students' acceptance towards them and those who have not taken the subject towards world Englishes. The present study uses the direct approach, which allows informants to give an account of their attitudes (McKenzie, 2010). By adopting a questionnaire designed by Yoshikawa (2005), the present study seeks to answer two research questions: (1) Do non-native English students taking the subject have different attitudes from non-native English students who have not taken the subject towards world Englishes? (2) Do the students enrolled in Linguistic-Related majors have different attitudes from the students enrolled in Non-Linguistic-Related majors towards world Englishes? The findings of the study will contribute to the literature on world Englishes and the identification of a possible way to promote the acceptance of world Englishes. The results show that informants who are taking/have taken the subject tend to have more positive attitudes towards non-Inner Circle varieties than those who have not taken the subject. Similar results are also shown among informants grouped based on their majors in which Linguistics-Related ones are more acceptant. However, there is no significant difference regarding their attitudes toward Inner Circle English.
Brain Hemisphericity and Saudi Students&apos; EFL Reading Comprehension
Author: Almanea, Manar
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Brain Hemisphere Functions,Reading Comprehension,English (Second Language),Second Language Learning,College Students,Student Characteristics,Visual Aids,Questioning Techniques,Inferences

The present study is concerned with the relationship between brain hemisphericity and the reading comprehension of adult Saudi EFL learners. The tendency to rely on one side of the brain over the other can affect the degree of success in learning a foreign language as well as the appropriateness of learning and teaching strategies. A total of 122 Saudi university-level participated in the study. The first part of the study examines whether or not there are significant differences between the performance of right-brained learners, left-brained learners, whole-brained learners, whole-brained learners favoring right mode, and whole-brained learners favoring left mode in an EFL reading comprehension test. The EFL reading comprehension includes main idea questions, inferential questions, literal-meaning questions and text-bound questions. The Hemispheric Mode Indicator® is used to determine hemispheric preference of the participants. Findings revealed significant superiority of the performance of left-brained learners as compared to right-brained learners and whole-brained learners favoring right mode. This result suggests that even in a foreign language learned after childhood, the left-hemisphere seems to control brain activities dealing with language. In the second part of the study, participants were trained to use a visual tool (Mind Mapping ®) to summarize the information of the reading passage before answering a parallel reading comprehension test. Whole-brained learners favoring right mode, and right-brained learners were the two groups who benefited the most from the visual tool. This result was expected since the visual tool activates some right hemispheric functions. It is concluded that learners with different modes of hemisphericity learn in different ways.
Use of Science Lab Simulation during a Two-Week Virtual Biomedical Research Training Summer Camp for Underserved Minority Youth: A COVID-19 Adjustment
Author: Karara, Adel H.
Date: 2021-07-00
Type: Journal Articles
Subjects: Science Laboratories,Biomedicine,Summer Programs,Computer Simulation,Minority Group Students,High School Students,Educational Technology,Technology Uses in Education,Graduate Students,Mentors,Student Attitudes,Program Effectiveness,COVID-19,Pandemics,Pharmacy,Health Behavior,Drug Abuse

The Maryland Action for Drug Discovery and Pharmaceutical Research (MADDPR) Program provides hands-on lab experience and mentoring to underserved minority high school students. With the inability to conduct an in-person STEM summer camp, the program transitioned to a virtual format in 2020. Thirty-three students and their PLTW teacher participated in live sessions using Blackboard Collaborate Ultra®. One highlight of the sessions was program faculty's use of interactive simulation software such as science labs (Labster®), animal behavior (Sniffy the Virtual Rat®), and aseptic compounding (Virtual Interactive Clean Room®). Graduate student mentors worked with students in small virtual breakout sessions. Post-session survey data show that the majority of students felt comfortable participating in the simulation sessions. Students' responses indicated that they enjoyed the virtual labs and appreciated the effort to implement the game-like lab simulation exercises. Remarkably, student ratings of the virtual sessions compared favorably and, in some cases, exceeded those from the same sessions conducted in-person in 2019. In post-camp surveys, 96% of the participants indicated an interest in pursuing careers in pharmacy/other health professions. Student and teacher comments also indicated that the virtual experience of the camp prepared both students and their teacher for the coming fall semester at school.
Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts
Author: Adipat, Surattana
Date: 2021-00-00
Type: Journal Articles
Subjects: Learner Engagement,Learning Processes,Game Based Learning,English (Second Language),Second Language Learning,Educational Games,Cooperative Learning

A new approach to learning in the form of educational games has been adopted in recent years, especially in English language teaching. The educational game learning approach used to teach English to non-native English-speakers who use English as a second or foreign language has recorded great success. This study provides an innovative framework for the adoption of the educational games learning approach at university. This is done to ensure lifelong learning and interdisciplinary learning opportunities for students. The study introduces social skills and knowledge training to address topics of gaming and learning. It describes the point at which learning is expected to occur and the role that game elements play in relation to student engagement and educational gaming content interaction. The study further describes the principles governing collaborative learning which are the key pillars for acquiring cognitive and social skills. The contribution of game-based learning is further linked with mindset improvement and growth. The study further examines three theories that are essential to the development of the game-based learning approach: narrative-centered learning theory, problem-solving theory, and engagement theory. Upon providing the theoretical underpinnings, teachers' perceptions towards the game-based learning approach are further addressed in the paper. The advantages and disadvantages of game-based learning are also discussed.