ethanporcaro/eric-fulltext-meta huggingface dataset:
Multi-Index and Hierarchical Comprehensive Evaluation System for Training Quality of Science and Engineering Postgraduates
Author: Duan, Peitong
Date: 2022-00-00
Type: Journal Articles
Subjects: Engineering Education,Science Education,Evaluation Methods,Student Evaluation,Student Characteristics,Physics,Educational Quality,Scores,Academic Ability,Graduate Students,Foreign Countries,Validity,Reliability,Masters Programs,Decision Making,Student Attitudes,Research Training,Mentors,College Faculty,Integrity,Publications,Awards,Conference Papers,Competition

It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multiindex and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates' basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.
Use of Rasch Analysis to Develop an Arabic Language Survey (STPLTS) to Measure Omani Science Teachers&apos; Views towards the Classroom Application of Pedagogical Learning Theories
Author: Shahat, Mohamed A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Teachers,Teacher Surveys,Teacher Attitudes,Item Analysis,Probability,Science Education,Arabic,Educational Improvement,Foreign Countries,Teaching Methods,Learning Theories

A range of pedagogical learning theories has been proposed to guide science teachers' classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers' (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design. Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.
Utilizing Multidimensional Scaling to Represent the Conceptual Structures of Atomic Structure in Upper-Secondary School Teachers and Students
Author: Lin, Huimei
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Science Education,Scientific Concepts,Evaluation Criteria,Chemistry,Science Teachers,College Faculty,Difficulty Level,Classification,Grade 10,Undergraduate Students,Teacher Attitudes,High Achievement,Low Achievement,Science Achievement,Outcomes of Education,Teaching Methods,College Entrance Examinations,Scores,Foreign Countries,Nuclear Physics,Multidimensional Scaling

This research aimed to explore the upper-secondary school chemistry teachers' and students' conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held by the learners is necessary to be examined. Based on a questionnaire survey for upper-secondary school chemistry teachers and university chemistry professors, 40 concepts were selected as a useful concept pool of atomic structure. Then, the conceptual structures and the specific classifications of concepts from 168 upper-secondary school chemistry teachers and 336 tenth-grade students were investigated by multidimensional scaling and hierarchical cluster analysis. The results showed that the 3-D solutions were appropriate for the conceptual structures of teachers and students, respectively. Next, the conceptual structure of teachers utilized as an evaluation criterion was more scientific than that of students. The conceptual structure of students with high academic achievement was more scientific than that of the low achievers. Multidimensional scaling utilized to explore students' conceptual structure of scientific concepts can provide a new and benefic form of evidence to understand the concept learning outcome of students.
An Exploration of Employer Participation in Internships and Other Work-Based Learning Experiences
Author: Johnson, Kawana Williams
Date: 2022-00-00
Type: Journal Articles
Subjects: Work Experience Programs,School Business Relationship,Internship Programs,Employer Attitudes,Partnerships in Education,College Students,Recruitment,Electronic Learning,Technology Uses in Education

Research shows that employers play a key role in work-based learning (WBL) programs such as internships but are seldom involved in conversations around the topic (Greenfield &amp; Stevens, 2018). While the benefits of work-based learning are well documented, employers are often unaware of the benefits they would receive from participating in an effort to strategically link education and workforce preparation (Greenfield &amp; Stevens, 2018). This study qualitatively examined the experiences of employers that provide work-based learning opportunities, primarily internships, for postsecondary students. Findings illuminated the importance of developing and maintaining strong community partnerships and establishing recruitment pipelines. The results also indicated that lack of information impedes growth, virtual experiences are essential, and financial constraints impact participation.
Adolescent Sleep Behavioral Interventions and Opportunities to Improve Cognitive Functioning: A Call for Action
Author: Torres-Pagan, Leonell
Date: 2022-00-00
Type: Journal Articles
Subjects: Adolescents,Sleep,Intervention,Cognitive Processes,Program Effectiveness,Literature Reviews

Sleep is related to cognitive functioning, learning, and brain development in the adolescent population. Recent research indicates a rise in the presence of chronic sleep disorders such as insomnia in adolescents, particularly following the COVID-19 pandemic. Therefore, research on the effectiveness of sleep interventions for adolescents is necessary to guide treatment in adolescents. The authors conducted a systematic review of literature examining research on outcomes of treatment interventions for insomnia on sleep quality and cognitive functioning in adolescents. Results indicate a dearth of research examining effectiveness of treatment in adolescents, particularly in relation to the impact of such treatment on cognitive functioning in adolescents. The following paper provides a brief overview of existing research on treatment of insomnia or related problems including initiating, maintaining and awaking for adolescent populations with a focus on improvement of cognitive functioning within this population. The authors discuss existing barriers to research, emphasize the need to expand sleep research to include cognitive functioning outcomes, and inform best practices for treatment in adolescents following COVID-19. Lastly, the authors propose a call to action encouraging more widespread recognition of the need for research in this area.
Concordance in Caregiver and Child Sleep Health Metrics among Families Experiencing Socioeconomic Disadvantage: A Pilot Study
Author: Covington, Lauren
Date: 2022-00-00
Type: Journal Articles
Subjects: Sleep,Socioeconomic Influences,Family (Sociological Unit),Parent Child Relationship,Children,Early Adolescents,Family Environment,Parent Influence,Health Behavior,Economically Disadvantaged,Child Health,Individual Characteristics

Purpose: Child and caregiver sleep occurs in a family system, with socioeconomically disadvantaged families experiencing disproportionately worse sleep health than more advantaged families. The extent to which objectively measured sleep health metrics (i.e., sleep duration, midpoint, regularity, efficiency) are concordant within disadvantaged family systems, including caregiver-child dyads, is not clear. To address this gap, this study aimed to: (1) characterize sleep health metrics and (2) identify levels of sleep health concordance among caregiver-child dyads living in families experiencing socioeconomic disadvantage. Design and methods: We enrolled 20 caregivers and 26 children in this micro-longitudinal study. Eligible primary caregivers slept in the same house as the child [greater than or equal to]4 nights/week and had no sleep disorders. Eligible children were aged 6-14 years and reported no medical problems. Dyads wore an actigraphy device continuously for 14 consecutive days. Sleep duration, bedtime, midpoint, and efficiency were estimated, and concordance evaluated using linear mixed modeling (R v.3.5.2). Results: Most caregivers were female (85%), Non-Hispanic Black (80%), and aged 40.45 years (SD=11.82). On average, caregivers were not meeting national recommendations for sleep duration and efficiency. Similarly, sleep duration recommendations were not met by child participants. Bivariate results showed that bedtime ??=0.19, p&lt;0.001), sleep efficiency (??=0.24, p&lt;0.001), and sleep midpoint (??=0.39, p&lt;0.001), were concordant between child and caregiver. Multivariable models showed that caregiver bedtime was predictive of child sleep midpoint (b=0.16, p&lt;0.05), and caregiver sleep midpoint was predictive of child bedtime (b=0.29, p&lt;0.01) and child sleep midpoint (b=0.31, p&lt;0.001). Conclusion: Objectively estimated caregiver sleep may be connected to the sleep timing of their children. Improving child sleep may require addressing caregiver sleep habits too. Practice Implications: Results highlight the importance of providers considering caregiver sleep health when assessing child sleep health during well child visits.
Analysis of Alignment between Secondary Level English Textbooks and National Curriculum: A Comparative Study of Public and Private Schools in Sindh, Pakistan
Author: Bhutto, Farhan Ali
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Private Schools,Public Schools,Alignment (Education),Secondary School Curriculum,Textbooks,National Curriculum,Textbook Content,English (Second Language),Second Language Learning,Reading Skills,Writing Skills,Grammar,Speech Skills

The current study aimed to evaluate two different sets of secondary level English textbooks: &quot;Exploring English&quot; used in private schools under the Agha Khan Examination board and &quot;Secondary Stage English&quot; textbooks used in government schools of Sindh province in Pakistan. This study investigated whether these textbooks conformed to the objectives prescribed in the National Curriculum (2006) of Pakistan in terms of reading, writing, speaking, and grammar skills. The study adopted a modified checklist based on an adapted version of Cunningsworth's (1995) checklist to evaluate the textbooks and analyse the data. The results revealed that &quot;Exploring English&quot; textbooks are in greater conformity with the National curriculum 2006 compared to &quot;Secondary Stage English&quot; textbooks. &quot;Exploring English&quot; textbooks meet 75% objectives of reading and speaking skills and 65% objectives of writing and grammar skills, laid down in the national curriculum. On the other hand, &quot;Secondary Stage English&quot; textbooks match 50% objectives of grammar coverage, 30% objectives of reading and writing skills, and only 25% objectives of speaking skill. Specifically, &quot;Secondary Stage English&quot; textbooks do not comply fully with the objectives of the curriculum. The study highlights significant disparities in English language textbooks in public and private sector schools.
Disciplinary Literacy Strategies to Support Transactions in Elementary Social Studies
Author: Golden Hughes, Tori
Date: 2022-00-00
Type: Journal Articles
Subjects: Social Studies,Literacy,Educational Strategies,Elementary Education,Reading Comprehension,Expository Writing,Reader Text Relationship,Interaction,Reading Aloud to Others,Documentation

In today's diverse and global world, the importance of disciplinary literacy is rapidly increasing. Thus, elementary educators must consider ways to incorporate disciplinary literacy into their instruction. Elementary educators often implement the transactional theory of reading to enhance comprehension and evoke aesthetic responses to fiction literature. This theory is rarely applied to the expository texts of the disciplines. This article explores disciplinary literacy strategies as helpful tools to support transactions between the reader and the text to enhance comprehension and develop the specialized literacy demands determined by the discipline of history in the elementary social studies classroom.
&quot;Draw a Picture of Something You Learned&quot;: A Critical Multimodal Analysis of Multilingual Students&apos; Classroom Drawings
Author: Cappello, Marva
Date: 2022-00-00
Type: Journal Articles
Subjects: Freehand Drawing,Multilingualism,Visual Literacy,Multiple Literacies,Student Attitudes,Learning Experience,English Language Learners,Learning Processes,Classroom Environment,Disadvantaged,Critical Literacy,Elementary School Students,Bilingualism,Urban Schools

Drawn from a larger study on implementing visual-based literacy strategies across the curriculum, this article focuses on the ways multilingual students leveraged multimodal resources to express their perceptions and reflections on their innovative classroom learning experiences. Informed by a critical multiliteracies perspective, we analyzed a data set of 22 drawings, created as exit tickets, to find out how students illustrate their response to the curriculum. Our 4th to 6th grade students, identified as English Language Learners through district evaluations, leveraged multimodal techniques to reflect on their content learning and insert themselves into the classroom learning process as successful and accomplished community members, sometimes challenging the deficit labels assigned to them with their status as English Learners.
Language, Literacy, and Love: A Critical Framework for Teaching Adolescent Emergent Bilinguals
Author: Anderson, Phyliciá
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Bilingualism,High School Teachers,Doctoral Students,College Faculty,Guidelines,Faculty Development,Literacy Education,Code Switching (Language),Language Usage,Language Attitudes,Native Language,Second Language Learning,Multilingualism,Multiple Literacies,English (Second Language),Teacher Attitudes,Multimedia Materials,Student Diversity,High School Students,College School Cooperation,Equal Education,Literature,Picture Books,Music,Novels,Theory Practice Relationship

A high school English teacher/doctoral student and two university researchers share a three-part framework for educating emergent bilinguals across disciplines with these constructs: language, literacy, and love. Through long-term professional development, teachers at two high schools began to view language as translanguaging, literacy as multiliteracies, and love as the critical notion of armed love. Specifically, as educators recognized the value of students' home languages, they understood how all languaging was useful to acquire English, access content, and develop confidence in disciplinary literacy. Building off an understanding of students' languaging, educators then focused on multiliteracies in their disciplines, incorporating multilingual and multimodal literature in their curriculum that represented student diversity. Finally, teaching through a critical lens of armed love, educators began to examine societal, political, and economical constructs relevant to their emergent bilinguals' lives. This framework is useful to effect sustainable changes for teaching and learning equity with students in the dynamic process of English language acquisition.
Youth Testimony to Contend with Trauma
Author: Panther, Leah
Date: 2022-00-00
Type: Journal Articles
Subjects: Youth,Trauma,Trauma Informed Approach,Literacy Education,Classroom Techniques,Foreign Countries,Racial Factors,Personal Narratives,Racism,Interpersonal Relationship

In this article, we report an illustrative case to focus narrowly on trauma informed literacy instruction during youth testimony, asking: What instructional practices support testimony as a trauma informed literacy practice? The work is theoretically and conceptually framed by trauma-informed pedagogies to contend with racialized trauma. The illustrative case study of Bobby, a Vietnamese student struggling to make sense of his families' realities in light of Black Lives Matter protests, represents the complexities of the larger study and its findings. Data collection included interviews with youth participants and video recordings of virtual sessions. Three level coding identified ten themes related to the research question which were translated into three findings: (1) youth move towards personal testimony as part of relationship building, (2) youth draw from racialized trauma as a resource in their testimonies, and (3) adult responses to testimonies of racialized trauma can reinforce oppression. These findings critique the media outlets, educational systems, and macrostructures within society that create racialized trauma and sustain oppression for youth like Bobby, turning towards implications and recommendations to disrupt these systems and foster healing for youth contending with racialized trauma.
Examining the Factors Affecting Teachers&apos; Use of Digital Learning Resources with UTAUT2
Author: Avci, Süleyman
Date: 2022-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Teacher Attitudes,Intention,Technology Integration,Influences,Motivation,Performance,Expectation,Cost Effectiveness,Predictor Variables,Teacher Behavior,Foreign Countries,Elementary School Teachers,Secondary School Teachers

Digital learning resources include various tools and applications that effectively plan and evaluate instructions, increase student learning, and make the teaching process more efficient. Although digital learning resources are compatible with Generation Z students' learning paths and are used to make the teaching planning, implementation, and evaluation process more practical, teachers do not frequently use them. This study aims to determine the predictive powers of variables within the framework of the UTAUT2 model for teachers' intention to use and their use behavior of Digital Teaching Resources. In line with the research purpose, data from 355 teachers working at different education levels were collected through the UTAUT2 scale. In the UTAUT2 model, Social Influence, Facilitating Conditions, Hedonic Motivation, Performance Expectancy, Effort Expectancy, Price Value, and Habit are exogenous variables. Furthermore, Use Behavior is endogenous and Behavioral Intention is the mediator variable. Path analysis was used for determining the predictive level of the exogenous variables and the mediating variable. According to the results, teachers' Intention to Use digital learning materials is predicted by Hedonic Motivation, Performance Expectancy, and Habit. Similarly, the Use Behavior is predicted by Behavioral Intention and Habit. Extrinsic variables directly explain 81% of the variance in Behavioral Intention, while exogenous variables and Behavioral Intention directly or indirectly explain 67% of the variance in Use Behavior.
An Action Research for Developing 21st-Century Learning Activities Design Skills of Elementary Teacher Candidates
Author: Orhan-Özen, Sevil
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Elementary Education,Skill Development,21st Century Skills,Action Research,Learning Activities,Scoring Rubrics,Design,Instructional Effectiveness,Foreign Countries

The aim of this action research is to develop the skills of elementary teacher candidates in designing 21st-century learning activities. Action research, one of the qualitative research methods was applied in the study. Some criteria were determined and the applicability of the criteria were tested by the participants. Data were collected from two groups in two different education terms. The criteria sampling method was used for determining participants. The first group has 52, while the second group has 42 elementary education teacher candidates (ETCs). A rubric to design learning activities was created with ETCs in the first term and they applied them as a performance homework. In the second term, ETCs experienced by applying revised rubric to design 21st-century learning activities. They also fulfilled a self-assessment form to tell their experiences. Collected data were analyzed document analysis, descriptive analysis, and content analysis methods. Findings indicated that ETCs have developed professional and personal skills by designing 21st-century learning activities.
An Investigation of Teachers&apos; Artificial Intelligence Awareness: A Scale Development Study
Author: Ferikoglu, Deren
Date: 2022-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Knowledge Level,Test Construction,Test Reliability,Test Validity,Private Schools,Public School Teachers,Factor Analysis,Foreign Countries

In this study, a scale was designed and developed by the researchers in order to resolve the awareness of teachers about the integration of artificial intelligence into education, as well as their predisposition to developing the concept of artificial intelligence and its sub-branches. Awareness of teachers on artificial intelligence were converted into score ranges and maximum competencies that could be reached for each level were established. In the research, it was aimed to develop a scale that reveals the awareness of artificial intelligence of teachers with a reliable, current and valid scale and to contribute to the literature by providing a measurement tool. &quot;Teachers' Artificial Intelligence Awareness Scale&quot;, developed by the researchers as a data collection tool, was first tested on 30 teachers as a pilot application and then on 561. The research population is an appropriate sample. Data collection was done through a questionnaire on Google Form. The population sample of the study consists of 561 private school and public school teachers. Likert-type scale items were created to examine the awareness of teachers. The research method was designed quantitatively. In the validity and reliability tests of the scale items, frequency and percentage calculations were made using the SPSS program and the data obtained were then shuffled into the research.