ethanporcaro/eric-fulltext-meta huggingface dataset:
Effects of Generic and Subject-Didactic Teaching Characteristics on Student Performance in Mathematics in Secondary School: A Scoping Review
Author: Spreitzer, Carina
Date: 2022-00-00
Type: Journal Articles
Subjects: Teaching Methods,Instructional Effectiveness,Mathematics Achievement,Secondary Schools,Literature Reviews,Mathematics Instruction,Classroom Techniques,Cognitive Processes

Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of 'subject-didactic specifics' needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.
Exploratory and Confirmatory Factor Analysis for Disposition Levels of Computational Thinking Instrument among Secondary School Students
Author: Sovey, Saralah
Date: 2022-00-00
Type: Journal Articles
Subjects: Factor Analysis,Computation,Thinking Skills,Measures (Individuals),Secondary School Students,Student Attitudes,Foreign Countries,Test Reliability,Test Validity

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.
Moderating the Neuropsychological Impact of Online Learning on Psychology Students
Author: Voloshyna, Valentyna
Date: 2022-00-00
Type: Journal Articles
Subjects: Online Courses,Program Effectiveness,Psychology,Neuropsychology,Student Attitudes,Electronic Learning,Educational Technology,Emotional Response,Attention,Memory,Relaxation Training,Cognitive Ability,Metacognition,Stress Management,Burnout,Foreign Countries,College Students

The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students' perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students' attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students' self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.
The Effectiveness of Using Direct Instruction in Teaching Comprehension Skill of Third-Grade Students
Author: Yaghmour, Kholoud Subhi
Date: 2022-04-00
Type: Journal Articles
Subjects: Direct Instruction,Elementary School Students,Grade 3,Skill Development,Public Schools,Private Schools,Conventional Instruction,Teaching Methods,Instructional Effectiveness,Reading Comprehension,Reading Skills,Semitic Languages,Gender Differences

Direct instruction is required in the use of different comprehension skills in order to advance students' ability to independently comprehend texts. Being able to make connections is an important reading comprehension strategy which allows students make meaning of what they are reading. The aim of the current study was to investigate the effectiveness of using the direct instruction method in developing the reading comprehension skills among a sample of third-grade students in Irbid Kasbah District that comprised of 60 students distributed into an experimental group 30 students from public schools, who were taught by using the direct instruction &quot;routine&quot;, and a control group that consisted of 30 students from private schools who were taught by the conventional teaching method. A test of 20 items was used to measure the effectiveness of using the direct instruction &quot;routine&quot; in developing the reading comprehension skills. The researchers checked the validity, and the reliability of the test, and the statistical analysis was extracted. The findings revealed statistically significant differences attributed to the effect of the teaching method, in favor of the experimental group, and significant differences attributed to the gender effect in favor of females, while there are no statistically significant differences due to the interaction between variables group and gender. From the findings of this study, the research concludes that the teaching method has notable effects on the reading comprehension skills of students regardless of their age, gender or other socio-demographic characteristics. More importantly, the study has demonstrated that direct instruction method has immensely positive effects on the comprehension skills of third grade students.
The Influence of Infusion Learning Strategy on Students&apos; Mathematical Argumentation Skill
Author: Tristanti, Lia Budi
Date: 2022-04-00
Type: Journal Articles
Subjects: Learning Strategies,Mathematical Logic,Persuasive Discourse,Preservice Teachers,Mathematics Teachers,Scores,Logical Thinking,Foreign Countries

This study aims to see the influence of infusion learning strategy on students' mathematical argumentation, in particular to those who were prospective math teachers. Method: It used an experimental research design involving 70 respondents. The experimental group implemented an infusion learning strategy, while the control group applied the conventional strategy. Both experimental and control groups had post-tests for data collection dealing with students' mathematical argumentation. The data would further be analyzed by using t-test through SPSS software. Findings: The result shows a significant difference between those two groups. Therefore, this study defines that infusion learning strategy brought effects on the mathematical argumentation of prospective math teachers. Implications for Research and Practice: The limitation of this study is the infusion learning strategy has only been tested on small samples. The researcher's suggestion is that further research can be implemented the infusion learning strategy to a larger sample. The mean score of post-test in the experimental group is 77.8571, while the mean score of post-test in the control group is 56.3143. It indicates that the mean score of experimental groups is significantly higher than the control group, and thus, it shows a significant difference between them on their scores.
A Design Case: Assessing the Functional Needs for a Multi-Faceted Cybersecurity Learning Space
Author: Lesko, Charles J., Jr.
Date: 2019-06-00
Type: Journal Articles
Subjects: Needs Assessment,Computer Security,Design,Computer Centers,Educational Environment,Physical Environment,Cooperative Learning,Computer Science Education,Blended Learning,Videoconferencing,Computer Uses in Education

Following a multi-year effort that developed not only a detailed list of functional requirements but also the preliminary physical and logical design layouts, the concept for a multi-faceted cybersecurity center was approved and the physical, as well as, additional infrastructure space was subsequently allocated. This effort briefly describes the structure and scope of the current cybersecurity program being supported and then draws out the functional requirements that were identified for the center based on the needs of the institution's cybersecurity program. It also highlights the physical and logical design specifications of the center, as well as, the many external program delivery requirements that were identified as essential to not only the current cybersecurity program but also the projected future needs of the program and its supporting activities.
Adopting the Cybersecurity Curriculum Guidelines to Develop a Secondary and Primary Academic Discipline in Cybersecurity Postsecondary Education
Author: Alhamdani, Wasim A.
Date: 2019-06-00
Type: Journal Articles
Subjects: Postsecondary Education,Computer Security,Information Security,Computer Science Education,Curriculum,Models,Curriculum Development,Guidelines

A suggested curriculum for secondary and primarily academic discipline in Cybersecurity Postsecondary Education is presented. This curriculum is developed based on the Association for Computing Machinery guidelines and the National Centers of Academic Excellence Cyber Operations program.
Car Hacking: Accessing and Exploiting the CAN Bus Protocol
Author: Payne, Bryson R.
Date: 2019-06-00
Type: Journal Articles
Subjects: Computer Security,Motor Vehicles,Information Security,Artificial Intelligence,Traffic Safety,Computer Science Education,Teaching Methods,Open Source Technology,Undergraduate Students,Computer Software

With the rapid adoption of internet-connected and driver-assist technologies, and the spread of semiautonomous to self-driving cars on roads worldwide, cybersecurity for smart cars is a timely concern and one worth exploring both in the classroom and in the real world. Highly publicized hacks against production cars, and a relatively small number of crashes involving autonomous vehicles, have brought the issue of securing smart cars to the forefront as a matter of public and individual safety, and the cybersecurity of these &quot;data centers on wheels&quot; is of greater concern than ever. However, up to this point there has been a steep learning curve involved in applying cybersecurity research to car hacking. The purpose of this paper is to present a clear, step-by-step process for creating a car-hacking research workstation and to give faculty, students, and researchers the ability to implement car hacking in their own courses and lab environments. This article describes the integration of a module on car hacking into a semester-long ethical hacking cybersecurity course, including full installation and setup of all the open-source tools necessary to implement the hands-on labs in similar courses. This work demonstrates how to test an automobile for vulnerabilities involving replay attacks, and how to reverse-engineer CAN bus messages, using a combination of open-source tools and a commodity CAN-to-USB cable or wireless connector for under $100 (USD). Also provided are an introduction to the CAN (controller area network) bus in modern automobiles and a brief history of car hacking.
A Mathematical Modeling Activity: Murat&apos;s Mobile Phone
Author: Boz-Yaman, Burçak
Date: 2018-00-00
Type: Journal Articles
Subjects: Mathematical Models,Grade 7,Mathematics Instruction,Problem Solving,Program Effectiveness,Telecommunications,Handheld Devices,Learning Activities,Foreign Countries,Worksheets,Relevance (Education)

In this study, a mathematical modeling activity was designed and implemented in a seventh grade classroom. The students were first expected to examine a given mathematical model of a problem that is based on a real life situation and then build a model depending on their own criteria. The mathematical modeling activity which was designed by the researchers involves many mathematical concepts and processes such as analyzing data, reading a table, interpreting a table, building a model, drawing a graph, and interpreting a graph. After application of the modeling activity, students were evaluated based on their performance in solving the mathematical modeling questions and almost all were found to be successful. The researchers offered some recommendations through their experiences for teachers. Among these recommendations are that every student should present their mathematical model to class and discuss it with other students.
Psychological Well-Being of School Counsellors Model
Author: Bali-Mahomed, Nur Jannah
Date: 2022-00-00
Type: Journal Articles
Subjects: Models,Psychological Patterns,Well Being,COVID-19,Pandemics,Spiritual Development,Factor Analysis,School Counselors,Measures (Individuals),Burnout,Counselor Role,Mental Health,Daily Living Skills,Counselor Attitudes,Self Efficacy,Religious Factors,Emotional Intelligence,Foreign Countries

The school counselor's role is increasingly challenging with various demands of students' problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students' psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor's psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor's psychological wellbeing model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students' issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.
Validation of the Short Form of My Class Inventory within the Vietnamese Educational Context
Author: Tran, Van Dat
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Validity,Foreign Countries,Psychometrics,Test Construction,Vietnamese,Secondary School Students,Factor Analysis,Classroom Environment

Recently, researchers have paid more attention to the aspects of classroom learning environments because of their effects on students' cognitive and effective outcomes. However, current literature reveals the lack of research that explores the factors of classroom environments in Vietnamese context. The present study, therefore, aims to validate the psychometric properties of the 25-items version of the My Class Inventory (MCI), translated into Vietnamese for 487 secondary school students. Factorial analysis showed an acceptable fit for the four-factors structure of the MCI -- cohesiveness, competitiveness, satisfaction, and friction -- to be appropriate for secondary school students. Internal consistency reliabilities of the general scales and four subscales were satisfactory. Results support the suitability of the MCI to assess students' classroom environment within Vietnam's educational context. The study recommended, among other things, that future studies should be conducted to explore the validity of the MCI on other samples of Vietnamese secondary students.
Pre-Service Chemistry Teachers&apos; Professional Vision Development: The Effect of Lesson-Observation Practice
Author: Honskusová, Linda
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Science Teachers,Chemistry,Science Instruction,Self Efficacy,Student Attitudes,Reflection,Observation,Attention,Preservice Teacher Education,Video Technology,Foreign Countries,Science Process Skills,Knowledge Level

Ability to adequately analyze educational situations is essential not only for (pre-service) teachers' occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers' (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that preservice teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher's activity -- all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson's aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena's point of view, as well as students' self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.
Student Affairs Practitioner Scholarship: Structural Barriers and Opportunities for Institutional Leadership
Author: Gilbert, Chelsea
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Personnel Services,Student Personnel Workers,Barriers,Scholarship,Institutional Environment,Theory Practice Relationship,Professional Development,Professional Recognition,School Role,Educational Research

Student affairs practitioner-scholarship has the potential to transform higher education and improve the lives of students; however, it is rarely cultivated on college campuses. Instead, many practitioner-scholars struggle with systemic barriers to their success, much of which can be linked to the influence of neoliberalism in higher education. In this paper, we make a case for the imperative of institutional leadership to actively encourage practitioner-scholarship through the elimination of systemic barriers. We build on our own experiences as practitioner-scholars and share anecdotes that relate to our challenges and successes in pursuing and producing scholarship. We close by offering recommendations for institutional leaders and higher education faculty members.
Virtual Laboratory Based Online Learning: Improving Environmental Literacy in High School Students
Author: Angreani, Anggi
Date: 2022-03-00
Type: Journal Articles
Subjects: Conservation (Environment),Ecology,Knowledge Level,Skill Development,COVID-19,Pandemics,Laboratories,Online Courses,Educational Technology,Technology Uses in Education,Grade 10,Program Effectiveness,Pollution

Oftentimes the increase in industrial development is the cause of environmental problems. Environmental problems can be overcome by the presence of humans who care about the environment or have environmental literacy skills. Environmental literacy skills can be instilled from an early age, for example through practicum learning in schools. However, considering that the Covid-19 pandemic is one of the obstacles in carrying out the practice, virtual laboratory-based online learning is carried out. This study was aimed to improve students' environmental literacy through virtual laboratory-based online learning that has been developed. This research is quasi experiment with pre-test and post-test research design Control Group Design. The total sample of the study was 70 students of class X of state senior high school. The research instrument used was in the form of test questions about environmental changes material and environmental literacy questionnaires. The results showed that the N-gain value of environmental literacy in the experimental class was 29% high, 60% moderate, 11.42% low with the percentage of attitudes 66.62% and 63.43% behavior. Meanwhile, for the control class, the N-gain value was 9% high, 48.57% moderate, 42.85% low and 68% attitude and 67% behavior. This shows that virtual laboratory-based online learning contributes to increasing environmental literacy skills.