ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;We All Need Coins, You Know?&quot;: How College Students View Paid Mentorship
Author: Taylor, Z. W.
Date: 2020-00-00
Type: Journal Articles
Subjects: First Generation College Students,Minority Group Students,African American Students,Asian American Students,Hispanic American Students,Student Attitudes,Mentors,Paying for College,Caring

Although not a universal practice, many U.S. postsecondary mentoring programs employ paid student mentors as part of a structured student-to-student (peer) mentoring model. Limited research has explored how student mentees view paid mentorship and if mentees can detect whether their mentor is paid or unpaid through mentor behavior. This qualitative study focused on in-depth interviews conducted with 13 first-year, first-generation mentees of Color attending a predominantly White institution in the U.S. South to learn how these student mentees view paid mentorship in relation to unpaid, volunteer mentorship. Findings suggest that student mentees feel mentors should be paid and that paid mentoring is a financial benefit in contributing to financing a peer's education. Student mentees also indicated they could detect paid mentors through mentor behavior. Student mentees also thought that a mentor's paid status might influence how they, mentees, interacted with the mentor, making a distinction between volunteer mentors who are seen as more caring and compassionate than paid mentors, who are viewed as merely performing mandatory duties, displaying what mentees felt was inauthentic behavior. This paper will address implications for research, practice, and paid and unpaid mentoring praxis.
A Systematic Literature Review of Flipped Learning in English as Second Language (ESL) Context
Author: Kernagaran, Vanhitha
Date: 2022-04-00
Type: Journal Articles
Subjects: Flipped Classroom,Teaching Methods,Second Language Learning,Second Language Instruction,English (Second Language),Meta Analysis,Transfer of Training,Student Centered Learning,Language Teachers,Guidance,Language Skills,Learner Engagement,Academic Achievement

The goal of this research is to conduct a comprehensive assessment and analysis of the possibilities and understanding of how Flipped Learning (FL) instruction influences the ability to transfer information and skill-based learning. The instructional practices in the ESL context have been striving to shift from being teacher-centered to student-centered. The emerging technologies have paved the way for ESL educators to consider flipped learning to attain their learning objectives. Therefore, this study aims to review the existing literature about FL approach in the ESL context and provides instruction guidance for ESL educators. This paper synthesises quantitative and qualitative research works done globally related to flipped learning in the ESL context. Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is used for selection, screening, and reporting purposes. For this study, selected articles published within seven years and three months of time frame (2014-2021) were analysed, and 29 articles were included for a thorough analytic evaluation. It is found that there is an increased prevalence of flipped learning in the ESL context after the year 2014. The analysis revealed that 75% of the research on Flipped Learning in the ESL context focused on students' language skills, engagement, and achievement. Researchers noticed a lack of empirical data as only 25% of the 43 studies provided data on the effects of the FL, which indicates that there is still a shortage of thorough research on FL in the field of ESL.
Open Higher Education for Refugees to Access: Virtual Learning in the COVID-19 Pandemic
Author: Gomez, Margarita Victoria
Date: 2022-04-00
Type: Journal Articles
Subjects: Access to Education,Higher Education,Refugees,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Conventional Instruction,Civil Rights,Foreign Countries,Online Courses,Open Universities,International Cooperation,International Organizations

The access to university and the continuation of education for people in refugee situation are investigated herein as from four initial questions: how did COVID-19 find society and this is cause displacement cases?; what is a refugee's situation in the process of the world interruption of face-to-face education?; what are the conditions for refugees to migrate to virtual education?; and what are the actions and responsibilities of international organizations (IOs) concerned with education? The qualitative research of descriptive and exploratory character, with a theoretical approach, made use of a literature survey and of IOs reports in the ambit of education to systematize and to analyze the orientations and their implications in distance learning initiatives for refugees. The importance of university actions and of refugees' participation is verified in decision-making in the context of government public policies, at different levels, bound to agreements and covenants. The emancipatory perspective of education, open to (im)migration, besides palliative policies, is made essential for their access and social integration in the digital educational governance complex.
Predictive Validity Study of Sustainable Leadership for Learning Questionnaire
Author: Ishak, Marni
Date: 2022-04-00
Type: Journal Articles
Subjects: Predictive Validity,Leadership Styles,Test Construction,Job Satisfaction,Elementary School Teachers,Foreign Countries,Sustainability,Test Validity

The ultimate goal of this study is to test the validity of the newly developed Sustainable Leadership for Learning Questionnaire (SLLQ) in terms of predictive validity on teacher satisfaction towards teaching. Apart from that this study also to test the convergent and discriminant validity of SLLQ. To achieve the objective of the study, a cross-sectional survey design was utilized. A total of 190 teachers from national primary schools in Kedah, Malaysia was randomly selected to participate in this study. The Teaching Satisfaction Scale (TSS) were used to measure teachers' satisfaction as criterion variable. Using PLS-SEM analysis, this study found that the Sustainable Leadership for Learning Questionnaire (SLLQ) is a valid questionnaire to predict teachers' satisfaction towards teaching. This study has contributed to the establishment of newly constructed questionnaire namely SLLQ and also to the development of leadership literature in the context of primary school in Malaysia.
Preschool Educators&apos; Preparation on Child Assessment Based on Relevant Instruments According to Official Documents
Author: Violeta, Buza
Date: 2022-04-00
Type: Journal Articles
Subjects: Preschool Teachers,Assessment Literacy,Early Childhood Education,Preschool Education,Teacher Attitudes,Self Efficacy,Student Evaluation,Parent Teacher Cooperation,Communication (Thought Transfer),Teacher Student Relationship,Student Needs,Teacher Effectiveness,Foreign Countries

This paper examines the preparation of educators for their planned and carried forms of assessment in the classroom with children aged 5-6 years in preschool institutions and preparatory classes. Moreover, the paper arguments the cooperation that educators maintain with parents to achieve the development of children and to convey information about their progress or stagnation. The purpose of this study is to understand whether educators are prepared to conduct assessment based on the needs and interests of children through various evaluation instruments, systematic monitoring and application of different methods during daily activities. The results of the study are based on the quantitative method - survey with educators (N = 150 questionnaires) and the qualitative method, 5 observations of evaluation instruments by 20 educators from different kindergartens, 6 individual interviews with educators and 2 interviews with headmasters. The results depict the views and preparation of educators in the field of early childhood assessment, as well as their approach on how to observe children and inform parents about their children's progress and stagnation.
Synthesis and Confirmatory Factor Analysis of Components of Functional Competencies of Heads of Departments
Author: Aebsapap, Teerasak
Date: 2022-04-00
Type: Journal Articles
Subjects: Factor Analysis,Department Heads,Professionalism,Educational Innovation,Instructional Leadership,Secondary Schools,Foreign Countries,Curriculum Development,Evaluation Methods,Information Technology,Ethics,Educational Quality,Educational Administration,Competence,Faculty Recruitment,Faculty Development,Faculty Mobility,Administrator Effectiveness,Administrator Characteristics,Administrator Attitudes

This research project has the objective of synthesizing and doing confirmatory factor analysis of components of functional competencies of Heads of Departments of secondary schools under the Office of the Basic Education Commission in Thailand. The technique of the content analysis consists of 3 steps, namely, document synthesis, making inquiries on opinions and carrying out confirmatory factor analysis. The population is the head of the learning group at the secondary school level. The sample group was the head of the learning group at the secondary school level. under the Office of the Basic Education Commission, 500 people. The findings from the research are as follows. There are 7 components, namely, 1) Professionalism Development 2) Curriculum, Measurement and Evaluation of Learning 3) Educational Innovation and Information Technology 4) Intellectual Leadership 5) Quality Management 6) Learning Organization and 7) Professional Ethic. In addition, it is also found out that the development of Heads of Departments needs the clear identification of desirable characteristics in order to develop tools, direction or model that facilitate Heads of Departments to run activities for developing functional competencies of Heads of Departments to cover all dimensions, from personnel recruitment to development and retention. From an overview of secondary schools under the Office of the Basic Education Commission in Thailand, things that are important and necessary for the development of functional competencies of the Heads of Departments of secondary schools in Thailand are the components of the model, which are essential for the planning and development of the quality of Heads of Departments in the sustainable way.
Practical Autonomy-Supportive Tutoring Strategies for Multilingual Student-Writers and a Writing Center Tutor Handbook
Author: Chung, HeeJae
Date: 2020-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Tutoring,Bilingual Students,Writing (Composition),Laboratories,Academic Support Services,Tutors,Guides,Teaching Methods

The mission of most writing centers is to cultivate effective and independent writers. However, in sessions with students from culturally and linguistically diverse backgrounds, tutors tend to make direct edits on their writing products despite writing center policies that discourage such practices and encourage process-oriented writing instruction (Cheatle, 2017; Kim, 2018). One cause for this problem might be the minimal tutor training of specific techniques to best support multilingual students' writing development. The focus of this article is a practice to support writing tutors called &quot;autonomy-supportive&quot; instructional strategies (Reeve &amp; Jang, 2006), which are designed to nurture students' inner motivational resources. The authors integrated the model of autonomy-supportive instructional strategies with the existing literature on English language teaching and writing center practices. In addition, they incorporated reflections on our teaching experiences with adult multilingual writers. They conclude by presenting 11 hypothesized autonomy-supportive tutoring strategies to use among multilingual student-writers and a writing tutor handbook that encompasses their synthesis of the literature and their experiences.
Pre-Service Teachers&apos; Knowledge Regarding the Area of Triangle
Author: Bilik Durmaz, Asli
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Instruction,Pedagogical Content Knowledge,Misconceptions,Student Attitudes,Geometry,Difficulty Level,Middle School Students,Middle School Teachers,Mathematics Teachers,Case Studies,Lesson Plans,Teacher Education Programs,Grounded Theory,English (Second Language),Language of Instruction,Foreign Countries

The aim of this study is to investigate the knowledge of pre-service middle school mathematics teachers on possible misconceptions and difficulties held by students regarding the area of triangle. In line with this aim, qualitative case study research design was used to obtain deep information. As the participants of the study, two pre-service middle school teachers were chosen purposively. Data were collected from lesson plans, semi-structured interviews and observations of pre-service teachers' related lessons. The findings of the study showed that the pre-service teachers specified various misconceptions and difficulties regarding the area of triangle that might be observed among middle school students. When the determined misconceptions and difficulties were reviewed, it attracted attention that most of the misconceptions and difficulties were related to the concept of height. One of the findings of the study differed from other relevant studies in the respect that one of the pre-service teachers stated that students have the perception that a &quot;line segment cannot be extended.&quot; Difficulties and misconceptions and the reasons of them are discussed accordingly.
A Bibliometric Review on Realistic Mathematics Education in Scopus Database between 1972-2019
Author: Phan, Tinh Thi
Date: 2022-00-00
Type: Journal Articles
Subjects: Bibliometrics,Relevance (Education),Mathematics Education,Geographic Distribution,Authors,Periodicals,Books,Conferences (Gatherings),Educational Research,Research Design,Information Technology,Blended Learning,Fractions,Algebra,Electronic Learning,Foreign Countries

Despite receiving increasing attention from mathematics education scholars, there has not yet been any overall understanding of the current state of realistic mathematics education (RME). To address this gap, this study aims to provide a review of 288 studies on realistic mathematics education from the Scopus database between 1972 and 2019. Using descriptive and bibliometric analyses, this study addresses four research issues as follows: (i) the total volume, growth trajectory, and geographic distribution; (ii) the most influencing authors and research groups; (iii) the most influencing sources (i.e., journals, books, conferences); and (iv) the most important topics. Several implications for not only mathematics education scholars but also other stakeholders, including policymakers, school managers, mathematics teachers, may not be considered in this study.
Cybersecurity Education: The Need for a Top-Driven, Multidisciplinary, School-Wide Approach
Author: Tsado, Lucy
Date: 2019-00-00
Type: Journal Articles
Subjects: Information Security,National Security,Computer Security,Computer Science Education,Public Agencies,Human Resources,Labor Force Development,Labor Needs,Specialists,Interdisciplinary Approach,Program Development,Higher Education

The human resource skills gap in cybersecurity has created an opportunity for educational institutions interested in cybersecurity education. The current number of schools designated by the Department of Homeland Security (DHS) and National Security Agency (NSA) as Centers of Academic Excellence (CAE) to train cybersecurity experts are not sufficient to meet the shortfall in the industry. The DHS has clearly mapped out knowledge areas for cybersecurity education for both technical and non-technical disciplines; it is therefore possible for institutions not yet designated CAEs to generate cybersecurity experts, with the long-term goal of attaining the CAE designation. The purpose of this paper is to emphasize the need for a top-driven, multidisciplinary approach to cybersecurity education especially at schools that have not yet been designated as Centers for Academic Excellence. The paper also suggests a multi-faceted approach and the important considerations needed to achieve a successful cybersecurity educational program.
Next Generation of Evidence Collecting: The Need for Digital Forensics in Criminal Justice Education
Author: Belshaw, Scott H.
Date: 2019-06-00
Type: Journal Articles
Subjects: Crime,Information Technology,Law Enforcement,Computer Security,Telecommunications,Handheld Devices,Laptop Computers,Evidence,Telephone Surveys,Police,Technological Literacy,Evaluators,Teaching Methods,Computer Science Education,Information Security

Digital forensics poses significant challenges to law enforcement as the information found in a computer system is often present at most crime scenes in the form of computer data and cell phones. Digital evidence contained on common devices, such as cell phones and laptops, includes information that can be pertinent to the investigation of crimes. Law enforcement is increasingly identifying the need to be able to process their evidence internally warranting the exploration of the need for digital forensics training as part of a broader study of criminal justice for future law enforcement practitioners. This paper uses telephone surveys of police agencies in the North Texas area to explore their capabilities and need for trained digital forensic examiners (n=42). Findings suggest that digital forensic education is needed as most police examiners are trained first as police officers and secondly as digital forensics examiners. Future education challenges and policy implications are discussed.
Educational Robotics and Attention to Diversity: A Case Study
Author: Fernández-Batanero, José María
Date: 2022-00-00
Type: Journal Articles
Subjects: Case Studies,Robotics,Student Attitudes,Age Differences,Developmental Stages,Males,Student Interests,Child Development,Attention Deficit Hyperactivity Disorder,Elementary School Students,Technological Literacy,Computer Literacy,Educational Technology,Computer Games,Computer Science Education,Rating Scales

In this study we focus our research on the case analysis of an eleven-year-old boy and his close relationship with technology, specifically robotics. The methodology of the study is experimental in nature, with the aim of improving the subject's attention span through robotics, thereby favouring his educational process and, consequently, his overall development. To this end, the attitudes, and aptitudes that this technological tool has provided the subject with are evaluated over a period of four years. Three data collection instruments were selected: questionnaire, interview, and observation. Among the conclusions we highlight, on the one hand, that the older the age and the greater the interest in robotics, the greater the individual's attention span and greater psychomotor coordination, increasing the improvement in the educational process and in their daily life. On the other hand, robotics is an effective way of orienting knowledge towards the personal and educational sphere and can provide advantages in integral development.
English Speaking Lecturers&apos; Performances of Communication Strategies and Their Efforts to Improve Students&apos; Communicative Competence
Author: Noviyenty, Leffi
Date: 2022-00-00
Type: Journal Articles
Subjects: Communicative Competence (Languages),Speech Communication,College Faculty,Learning Processes,Student Attitudes,Teaching Methods,Second Language Learning,Second Language Instruction,Foreign Countries,Student Improvement,Self Efficacy,Cooperative Learning,Metacognition,Communication Problems,Language Teachers,English (Second Language),College Students,Communication Strategies

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers' performances of CSs, their efforts to improve students' CC, and the impacts of their efforts on students' learning according to students' perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study's purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers' efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers' efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer's native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.
Student Performance Prediction Model for Predicting Academic Achievement of High School Students
Author: Nuankaew, Pratya
Date: 2022-00-00
Type: Journal Articles
Subjects: Grade Prediction,Academic Achievement,High School Students,Rural Schools,Foreign Countries,Learning Analytics,Models,Lifelong Learning,Data Analysis

Modern technology is necessary and important for improving the quality of education. While machine learning algorithms to support students remain limited. Thus, it is necessary to inspire educational scholars and educational technologists. This research therefore has three main targets: to educate the holistic context of rural education management, to study the relationship of continuing education at the upper secondary level, and to construct an appropriate education program prediction model for high school students in a rural school. The data for research is the academic achievement data of 1,859 students from Manchasuksa School at Mancha Khiri District, Khon Kaen Province, Thailand, during the academic year 2015-2020. Research tools are separated into 2 sections. The first section is a basic statistical analysis step, it composes of frequency analysis, percentage analysis, mean analysis, and standard deviation analysis. Another section is the data mining analysis phase, which consists of discretization technique, XGBoost classification technique (Decision Tree, Gradient Boosted Trees, and Random Forest), confusion matrix performance analysis, and cross-validation performance analysis. At the end, the research results found that the reasonable distribution level of student achievement consisted of four clusters classified by academic achievement. All four clusters were modeled on predicting academic achievement for the next generation of students. In addition, there are four success models in this research. For future research, the researcher aims to develop an application to facilitate instruction for learners by integrating prediction models into the mobile application to promote the utilization of modern technology.