ethanporcaro/eric-fulltext-meta huggingface dataset:
Development of Affective Self-Assessment Instrument of Chemistry for High School Student as the Daily Assessment Guideline
Author: Alivi, Farintis Jihadul
Date: 2022-00-00
Type: Journal Articles
Subjects: Affective Measures,Self Evaluation (Individuals),Chemistry,High School Students,Student Evaluation,Test Construction,Test Validity,Test Reliability,Foreign Countries,Factor Analysis

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students' affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the &quot;good&quot; category and &quot;very good&quot; category for female students.
Effects of Mindset, Democratic Parenting, Teaching, and School Environment on Global Citizenship of Ninth-Grade Students
Author: Damrongpanit, Suntonrapot
Date: 2022-00-00
Type: Journal Articles
Subjects: Parenting Styles,Global Approach,Citizenship,Democratic Values,Teaching Methods,Educational Environment,Student Attitudes,Teacher Attitudes,Structural Equation Models,Correlation,Role,Social Studies,Grade 9,Public Schools,Measures (Individuals),Likert Scales,Secondary School Students

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.
Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures
Author: Marriott, Lisa K.
Date: 2021-04-00
Type: Journal Articles
Subjects: Biomedicine,Medical Research,Disproportionate Representation,STEM Education,Informal Education,Interdisciplinary Approach,Mentors,Undergraduate Students,Universities,Community Colleges,Research Training,Program Descriptions,Student Attitudes,Student Centered Learning,Enrichment Activities,Self Concept,Interprofessional Relationship,Professional Identity,Taxonomy,Student Characteristics,Minority Group Students

Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites' approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students' professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students' success in academia and research.
Explanatory Variables of Dropout in Colombian Public Education: Evolution Limited to Coronavirus Disease
Author: Barragán-Moreno, Sandra Patricia
Date: 2022-00-00
Type: Journal Articles
Subjects: Predictor Variables,Foreign Countries,COVID-19,Pandemics,Preschool Children,Elementary School Students,High School Students,Literature Reviews,Suspension,Expulsion,Meta Analysis

Student dropout, defined as the temporary or definitive suspension of the exercise of the right to education, is attributable to multiple variables classified into individual, academic, institutional, and socioeconomic determinants which may be exacerbated in the context of the Coronavirus disease (COVID-19) pandemic. Consequently, this work aims to synthesize, from the available evidence, the behaviour and influence of the explanatory variables of school dropout in infant school, primary school and, high school in Colombia for the period 2014-2019 compared to the period 2020-2021 under the COVID-19 pandemic conditions. The research methodology consisted of a systematic review of 125 indexed articles for 2014-2019 and 32 reports related to dropout in Colombian Basic education for the 2020-2021 period. The systematic review of the 157 articles revealed that dropout was studied and explained in both time periods, mainly from the academic determinant whose most cited explanatory variables were: 'teachers', 'curriculum' and 'methodologies used'. Moreover, it could be perceived that in the period 2014-2019, the socioeconomic variable was the second dropout determinant, considering 'family income&quot; as the most important indicator, while in 2020-2021 the &quot;infrastructure&quot; and the 'political environment' remained as the most dominant. Lastly, in 2020-2021, the variable 'teachers' was highly cited showing that their practice made students maintain their interest despite the physical distance.
Predictors of Online Learning Satisfaction of Pre-Service Teachers in Turkey
Author: Kaya, Suat
Date: 2021-00-00
Type: Journal Articles
Subjects: Predictor Variables,Electronic Learning,Student Satisfaction,Preservice Teachers,Foreign Countries,Computer Attitudes,Anxiety,Internet,Online Courses,Self Efficacy,Teacher Student Relationship,Interaction

This research was conducted in an attempt to examine online learning satisfaction (OLS) level of the pre-service teachers and the influence of antecedents including computer anxiety (CA), internet anxiety (IA), online course anxiety (OCA), internet self-efficacy (ISE) and transactions including learner-instructor interaction (LII), learner-content interaction (LCI) and learnerlearner interaction (LLI) on one outcome of online learning process, OLS. We employed an exploratory survey, which can be used to investigate the relationship between certain variables. The sample included 710 pre-service teachers from different departments studying at two public universities located in the eastern part of Turkey. Data were collected through &quot;Technological Anxiety and Satisfaction Scale&quot;, &quot;Internet Self-efficacy Sub-scale&quot; and &quot;The Online Self-regulation Questionnaire (OSRQ) in Three Types of Interaction&quot;. Descriptive statistics and multiple regression analysis (MLR) were used to analyze the data. The findings indicated low OLS based on the perceptions of this sample of pre-service teachers. Further analysis through MLR revealed a significant negative relationship between OCA and OLS, while the other predictors were insignificant. As the significant predictor explained 14% of the variance in the outcome variable, more comprehensive research was suggested to find out the unexplained predictors of the outcome. The administrators are suggested to provide the instructors with professional guidance with the help of the experts who can provide successful online course implementations.
The Effect of Media Communication Tools on Children during the COVID-19 Pandemic
Author: Kardes, Servet
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Computer Mediated Communication,Parent Attitudes,Preschool Children,News Media,Foreign Countries,Social Media,Educational Technology,Preschool Education,Influence of Technology

The negativities experienced during the COVID-19 pandemic process had an impact not only on families but also on children. In this process, to eliminate the negativities in the field of education, distance education has been directed and online learning has become even more important. The use of media communication tools used for online learning has become widespread. This study aims to reveal the effect of media communication tools on children during the pandemic period with the views of families. It was carried out in accordance with the qualitative research approach. The case study technique was used as the research design. The study group of the research consists of 35 parents who have preschool children. Data were collected from the participants through a semi-structured interview form and the collected data was analyzed through content analysis. As a result of the research, it was revealed that the duration of use of media tools by parents and children increased with the pandemic. Parents stated that they generally found themselves competent in using media tools to support their children's education during the pandemic process. It turns out that parents often use media for news, social media and, research. It was concluded that children mostly use media for education, playing games and, watching cartoons. Finally, parents generally think that media tools are used efficiently in the education process of children. As a suggestion, informative broadcasts about the use of media by children and parents and media-based intervention programs for parents and children in early childhood can be recommended.
Undergraduate Research across the Psychology Curriculum: A Case Study and Program Assessment
Author: Clark, Kevin M.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Psychology,Case Studies,Program Evaluation,Research Methodology,Experiential Learning,Critical Thinking,Majors (Students),Research Skills,Skill Development

Over the past 10 years, the Psychology Department at Indiana University Kokomo has worked to incorporate more opportunities for students to engage in undergraduate research throughout the psychology curriculum. Our previous requirements included a lower level methods course that most students took prior to statistics, with the result that students did not have the opportunity to practice the use of statistics in research contexts unless they completed an independent research project during their senior year. We made several curricular changes to enhance these opportunities to apply statistical knowledge, to increase research literacy and critical analysis, and to better prepare students who go on to complete an independent research project. The lower level methods course was redesigned to explore psychology as a major and career, introduce research concepts, and help students develop critical thinking skills. We also reinstated an upper level methods course with statistics as a prerequisite, allowing better integration of statistics with research methods. Most recently, in fall 2018, we added a lab to the upper level methods course, in which students use computer-based statistical software for data analysis. In addition to these curricular changes, the department has recently been promoting and facilitating more student travel to research conferences throughout the undergraduate program. In this article, we describe the program we designed to scaffold student research and present a six-level framework applicable across a broad range of disciplines. We also present data collected from current students and alumni in psychology to assess their perceptions of the impact of these changes on their research confidence and competence as well as limited results from assessment of student learning. Finally, we provide recommendations for other programs interested in increasing opportunities for student research in their disciplines.
Undergraduate Research Embedded across Course Levels and Types through Scaffolded Projects
Author: Evans, Sara Z.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Scaffolding (Teaching Technique),Student Projects,Interdisciplinary Approach,College Freshmen,Instructional Effectiveness,Student Experience

This article explores how to embed an undergraduate research project within a course and summarizes the student experience in courses including undergraduate research. The authors specifically focus on how to modify and alter materials to fit with different course foci and different course levels. We have been leading an interdisciplinary, multi-year research project for the past four years. During that time, we have scaffolded a research project from year to year. Each piece of the project has been embedded within a course. However, the specific course level and content focus has changed from year to year. By embedding a research project within a class, faculty members have a unique opportunity to give their students a high-impact experience and further their own research simultaneously. We have successfully mentored and supervised students in the following formats: a freshman interdisciplinary honors course, two different undergraduate criminal justice courses made up of 5-10 students that were focused around criminological theory testing, individual directed study projects with graduate students, a 30-40 person upper level criminology research methods course, and a freshman individual directed study research project. Throughout all of these modalities, we have kept a core type of course design and course requirements but modified the components and grading criteria as needed for the type and level of course. We will summarize and discuss student assessment data both on their experience in the course as well as their achievement of student learning outcomes.
Using IRB Protocols to Teach Ethical Principles for Research and Everyday Life: A High-Impact Practice
Author: Ritchie, Kathy L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Ethics,Ethical Instruction,Research Methodology,Research Projects,Instructional Effectiveness,Teaching Methods,Transfer of Training

Undergraduate research as a high-impact practice demonstrates many positive benefits for students, but little research has delved into the impact of ethical training for research, in particular submitting Institutional Review Board (IRB) protocols to determine if the study meets ethical standards for the treatment of human subjects. This study explored if students in two experimental and one nonexperimental research methods class benefited from increased knowledge of research ethics and how to apply them in daily-life situations if they participated in various aspects of IRB protocol procedures either as part of a class-based research project or by completing an IRB protocol activity for developing a hypothetical program to help families. Some students in all three classes had previously engaged in a 4-hr online extended training [the Collaborative Institutional Training Initiative (CITI) Program] in research ethics focused on the Belmont Report principles of beneficence, respect, and justice, but not in IRB protocols. Students were given a pre- and posttest to assess knowledge in both research and daily-life settings for applying the Belmont Report research ethics principles. Results indicate students gained greater knowledge of research ethics when they completed IRB protocol training during a class-based undergraduate research or program-design project, even if they had already completed some extended case-based training in the CITI Program. Results are discussed in terms of the value of using modified IRB protocol approaches as a high-impact practice to teach ethics in research and daily life to students.
Development and Evaluation of a Turkish Language Version of the Relational Health Indices
Author: Can, Nesime
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Interaction,Interpersonal Relationship,Females,Translation,Turkish,Cultural Influences,Counseling,Undergraduate Students,Peer Relationship,Mentors,Test Reliability,Test Validity

Counseling scholars have increasingly utilized the relational-cultural theory (RCT) to promote growth fostering connections as a healthy way of managing various life problems. The Relational Health Indices (RHI) was developed to understand relational interactions among women. In an attempt to broaden the utility of the RHI, the purpose of this study was to develop and validate a Turkish language version of the RHI for research and clinical use. In translating the RHI from English to Turkish, we followed a seven-step process. Data were collected from 213 Turkish-speaking college students enrolled in two Turkish public universities with the mean age of 22.29 (SD= 3.41). The findings revealed that the RHI-T proved to be a two-factor structure (the Peer and Mentor subscales) among Turkish students and that the Community subscale was not an acceptable fit even after removing several items. Potential explanations, implications, and recommendations for clinical use and future research are provided.
The Study of Developing and Validating the Union Bias Scale
Author: Kazak, Ender
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Bias,Measures (Individuals),Unions,Foreign Countries,Elementary School Teachers,Middle School Teachers,High School Teachers,Factor Analysis

Observation of different levels and types of organizational problems, such as school principals and teachers suing each other and conflicts between teachers, caused by union bias in schools in Turkey today, is the starting point of this study. This study, therefore, aimed to develop and validate a scale that helps determine union bias in schools. Participants of the study included teachers being a union member and working at a primary, middle or high school in the 2017-2018 and 2018-2019 academic years in Düzce, Turkey. During the data analysis, firstly, the first data set was examined in terms of the assumptions of the factor analysis and then Exploratory Factor Analysis (EFA) was applied. Confirmatory Factor Analysis (CFA) was performed on the second data set. Convergent validity of the scale was examined with item load values, mean-variance, and composite reliability coefficients. Discriminant validity was examined by the Fornell-Lacker criteria. Also, measurement invariance in gender groups was examined. The Cronbach Alpha and combined reliability coefficients were calculated to determine the scale's reliability. The Union Bias scale consists of 27 items and six dimensions. The explained total variance was 64%. As a result of the first and second order confirmatory factor analyses, it was revealed that the six-dimensional structure predicted Union Bias and the scale's structure did not differ in gender groups. The Cronbach's alpha value was 0.90 and the composite reliability was 0.96. As a result, the structure of the Union Bias Scale was concluded to be valid and reliable.
Validity Evidence for the Perceptions of Secondary School Students of &apos;What Research Is&apos; Scale and Measurement Invariance
Author: Eryilmaz, Nurullah
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Student Attitudes,Secondary School Students,Measures (Individuals),Research,Foreign Countries,Factor Analysis

Research is a concrete action in academia which has uplifted societies' prosperity. Although researchers have given particular attention to student perceptions about what research is in a higher education context, little attention has been given to secondary school students' perceptions about this issue. To fill this gap, Yeoman et al. (2016) qualitatively developed an instrument measuring secondary school students' perceptions of what research is. The present study quantitatively validates this scale using the dataset originally used to qualitatively validate it. The factor structure of the 'what research is' scale and measurement invariance across gender, school type, and key stage was examined. The sample is composed of 2634 secondary school students in seven schools located in East Anglia, UK. The data from this original sample showed a relatively acceptable fit to the four-factor structure after omitting some items. The result also highlighted that whilst there was evidence on configural and metric level invariance (i.e. the factor structures and the factor loadings of the scale are equivalent across gender, school type, and key stage), scalar level invariance was not met (i.e. the item intercepts of the scale are not equivalent across gender, school type, and key stage). Recommendations for future studies and future directions for research are discussed.