ethanporcaro/eric-fulltext-meta huggingface dataset:
Systematic Review of the Current State of Research on Online Social Networks: Taxonomy on Experience of Use
Author: Pertegal-Vega, Miguel Ángel
Date: 2019-00-00
Type: Journal Articles
Subjects: Social Media,Taxonomy,Users (Information),Internet,Research,Adolescents,Young Adults,Adults,Use Studies

The widespread use of online social networks (OSN) among young people has been accompanied by an increase of publications about them and their effects on the psychosocial development of users. Previous panoramic reviews on OSN research are now outdated and do not provide a comprehensive view of the complexity of the user experience. The aims of this systematic review were three: to identify quantitative studies on OSN; to build a taxonomy about the user experience; and to classify studied variables in the topics and subtopics. The literature search and review according to PICoS strategy led to 546 identified publications that met the eligibility criteria. The taxonomy included nine major topics: overall use; activities and types of use; perceptions and attitudes OSN; the social network of online contacts; needs and motives for use; profile and privacy management; social processes; identity processes; and cognitive-emotional processes related to use of OSN. The three most studied topics were: overall use; activities and types of use; and social processes related to use of OSN. Classification and quantification of the different variables studied about the users' experience is detailed. Several theoretical perspectives are discussed, as well as the gaps and challenges in OSN research. The proposed taxonomy could be useful for researchers to better delineate the aims of future studies.
Taiwanese University Students&apos; Smartphone Use and the Privacy Paradox
Author: Chen, Yi-Ning Katherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,College Students,Risk,Advertising,Privacy,Student Behavior,Social Media,Student Attitudes

With the prevalence of smart devices and wireless Internet, privacy has become a pivotal matter in governmental, academic, and technological fields. Our study aims to understand Taiwanese university students' privacy concerns and protective behaviours in relation to online targeting ads and their habitual smartphone usage. Surveying 810 valid subjects, our results first propose that ad relevance has direct bearing on attention to ads. Second, ad relevance inversely correlates with privacy concerns (i.e. descending personal control and surging corporate power) and protective behaviours (self-filtering and ad evasion). Third and finally, neither privacy concerns nor protective behaviours have a negative bearing on habitual smartphone usage. Opposite to previous research, our study concludes that Taiwanese college students exhibit zero privacy paradox, owing to no signs of privacy concern incited by mobile targeting ads, no evidence of significant protective behaviours, and no decreasing habitual smartphone usage out of privacy concern and protection. Our findings indicate Taiwanese university students' shaky awareness of potential risks and crises from exposure to vulnerable online privacy management. To deal with this, we suggest educating youths' understandings of digital jeopardy by experts is urgently needed more so than just technical tutorials of privacy settings.
EduSciFIT: A Computer-Based Blended and Scaffolding Toolbox to Support Numerical Concepts for Flipped Science Education
Author: González-Gómez, David
Date: 2019-06-00
Type: Journal Articles
Subjects: Blended Learning,Science Education,Scaffolding (Teaching Technique),Electronic Learning,Computer Software,Science Laboratories,Computer Assisted Instruction,Teacher Education Programs,Foreign Countries,Elementary School Teachers,Preservice Teachers,Number Concepts

In education, the use of information, computers, and the Internet as a form of blended technology has been receiving increased attention and consideration. Additionally, increasing attention is being paid toward a scaffolding mechanism that can be integrated into science classrooms in order to solve technological challenges. This work describes a computer-based blended and scaffolding learning toolbox to support numerical concepts for flipped science education, particularly one which is developed and implemented in a MATLAB environment and framed in Adobe Captivate 6 as an HTML5-based e-Learning application, which can be used for science laboratory exercises. This toolbox, named SciEduFIT, is one of the blended and scaffolding learning systems available for use in science education. Through this toolbox, students can acquire the skills to establish the numerical concepts in a flipped science classroom. A survey was conducted to measure the suitability of the proposed toolbox, specifically A to E screens of SciEduFIT. The positive results of the survey indicate that this novel toolbox should be introduced into science classrooms in order to supplement other existing tools currently in use in the area of flipped science education. Therefore, the research shows a general positive perception of the toolbox and highlights the feasibility of the toolbox to achieve significant science learning.
Teenagers, Smartphones and Digital Audio Consumption in the Age of Spotify
Author: Pedrero-Esteban, Luis Miguel
Date: 2019-00-00
Type: Journal Articles
Subjects: Telecommunications,Handheld Devices,Music,Audio Equipment,Commercialization,Adolescents,Cross Cultural Studies,Foreign Countries,Listening,Merchandise Information,Preferences,Acoustics,Radio,Video Technology,Spanish Speaking

The consolidation of smartphones as dominant devices for access to digital information and entertainment has redefined the processes of production and commercialization of cultural communication industries. The nature of these screens, which prioritize the visual content over the sound, decisively influences distribution strategies in the audio market: radio operators, streaming music platforms and podcast creators need to adapt their value chains to the habits derived from this mediation, especially in the younger audience. This research identifies the practices of mobile use as an audio receiver among adolescents in Colombia, Spain and Mexico--the most representative countries of Spanish-speaking digital sound consumption--based on a descriptive study on a thousand subjects from 13 to 19 years of age. The results confirm the overwhelming dominance in this music menu in the face of low penetration of radio and podcast word content. The selection is based on personal criteria, with little margin for the prescription of family or friends. There is evidence of the roots of individual listening, linked to the brand and the visibility of audio providers, who are obliged to develop diffusion logics based not only on thematic or genre preferences, but also on the user experience.
The Role of Knowledge Structures in Adult Excellence. An Approach from Expert Functioning
Author: Castelló-Tarrida, Antoni
Date: 2019-00-00
Type: Journal Articles
Subjects: Academic Ability,Individual Characteristics,Adults,Intelligence,Biological Influences,Productivity,Innovation,Expertise,Experiential Learning,Biographies,Children,High Achievement,Learning Problems,Conflict,Professional Development,Social Influences,Gifted,Cognitive Structures,Performance Factors

Adult performance of high ability individuals has seldom been researched. Current results suggest that adult excellence occurs at lower rates than high ability individuals identified in their infancy or youth, with few cases of high intellectual abilities among adults that yield excellence products. This paper focuses on the analysis of the relative frequency of biographical traits that are associated with high ability as well as to the opportunities that allow building particular knowledge structures that are nonconventional and support innovation in people who excelled. A retrospective biographical analysis was performed on a sample of 120 individuals that generated renowned excellence products, in different fields, in the XXth century. Variables associated to high abilities were: precocity; learning problems; social problems in school; and academic excellence. And the variables associated with the generation of knowledge structures that support innovation were: academic-professional continuity; strong influence of particular individuals; and high productivity. Significant differences were found, showing a low presence of the first four variables and a higher presence of the last three. It follows that the trajectory towards excellence does not seem to correlate with a high level of intellectual resources but with a certain use of sufficient resources, whether cerebral or external technological support.
Preservice Teacher Perceptions of the Role of an Agriculture Teacher during Their Early Field Experience
Author: Smalley, Scott W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Teachers,Student Teacher Attitudes,Student Teaching,Field Experience Programs,Teacher Role,Agricultural Education,Vocational Education Teachers,Family Work Relationship,Public Relations,Faculty Advisers,Academic Achievement,School Responsibility,Student Centered Learning,Teacher Education Programs

School-based agriculture teachers (SBAE) hold many roles inside and outside of the school. Identifying and understanding the many roles an agriculture teacher may have in their career is an important part of an early field experience (EFE). In this study, EFE students (n = 18) submitted written reflections focused on the role of an agriculture teacher. Open coding of the preservice teacher reflections revealed five themes including work-life balance, public relations, role of an FFA advisor, student success, and school responsibilities. Codes within these five themes indicate a student-centered approach among agriculture teachers. Additionally, EFE students described many school responsibilities outside of the agriculture program that may contribute to a work-life imbalance among agriculture teachers. It is recommended that teacher education programs have current practicing teachers be engaged as part of the preparation process for pre-service students to learn about agriculture teacher roles. Consideration needs to be taken when selecting EFE sites to ensure students are receiving a quality experience, which reinforces the teacher preparation program objectives.
Making Sense of the Buzz: A Systematic Review of &quot;STEM&quot; in Agriculture, Food, and Natural Resources Education Literature
Author: Scherer, Hannah H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,Foods Instruction,Natural Resources,Environmental Education,STEM Education,Educational Research,Interdisciplinary Approach,Teaching Methods,Research Methodology

The world demands individuals with knowledge and skills in agriculture, food, and natural resources (AFNR) paired with proficiency in science, technology, engineering, and mathematics (STEM) concepts. Current models for STEM education call for interdisciplinary approaches in which learners address real-world challenges, indicating high potential for collaboration with researchers and practitioners in AFNR. The purpose of this study was to articulate the state of the 2010-2017 literature for STEM in AFNR education to inform future research, innovations in practice, and interdisciplinary collaborations. Using a systematic review approach and qualitative analysis techniques, 52 peer-reviewed STEM in AFNR education articles were analyzed for general characteristics, instructional approaches, STEM subjects, relationship between STEM subjects, relationship between STEM and AFNR, justifications, foci, and operationalization of STEM in research. Within each category, we identified themes that resulted in a summary of STEM in AFNR education in which future research and practice could align. Results indicated STEM in AFNR serves a range of populations, science and math are well represented, engineering is poorly represented, and mechanisms through which STEM learning occurs are often inadequately described. We recommend a collaborative and interdisciplinary future for STEM and AFNR education because both communities are pursuing common aims.
Misconceptions in &apos;Shape of Molecule&apos;: Evidence from 9th Grade Science Students
Author: Behera, Biswajit
Date: 2019-06-23
Type: Journal Articles
Subjects: Misconceptions,Scientific Concepts,Grade 9,Molecular Structure,Science Instruction,Chemistry,Prior Learning,Prevention,Gender Differences,Student Evaluation,Metacognition,Secondary School Students

Students commonly develop alternative ideas about topics in science. According to constructivist view of learning, students' alternative conceptions and misconceptions about the process of developing new knowledge should be highlighted. Remedy can be undertaken through conceptual change approach. In order to understand what factors causes 9th grade students to make mistakes in various sub concepts of shape of molecule, qualitative research design was followed. Misconceptions of the students about shape of the molecule were identified and analyzed. Accordingly, plan of action was framed for tackling each of the hard spots found among students. Lack of content information, previous knowledge, instructional approaches, process of assessment, cognitive and meta-cognitive strategies were attributed towards the cause of misconceptions.
Sustainability Infused across the Curriculum at a Minority-Serving Liberal Arts Institution: A Case Study
Author: Muldrow, Lycurgus
Date: 2019-00-00
Type: Journal Articles
Subjects: Sustainability,Liberal Arts,Case Studies,Institutional Characteristics,Interdisciplinary Approach,Energy Conservation,College Faculty,Teaching Methods,Environmental Education,Career Choice,African Americans,Teacher Attitudes,Black Colleges,Minority Group Students,African American Students,STEM Education,Teacher Collaboration,Climate,Communication Problems,Feedback (Response),Program Descriptions,Integrated Curriculum,Barriers

A critical challenge facing institutions of higher education is the integration of a sustainable energy curriculum into interdisciplinary education. This case study evaluates the campus-wide development and adoption of an interdisciplinary and multidisciplinary sustainability education minor at a small, minority-serving institution. Forty faculty members across 11 academic units participated in the implementation of this initiative. A qualitative analysis of focus group transcripts and course syllabi was conducted to report the processes and findings of the adoption and development of a sustainability curriculum. The focus group results indicated substantial faculty interest and approval of implementing sustainability education at the institution within certain disciplines. Upon the completion of the study it was concluded that the sustainability minor was developed and infused at the college. The implications of this study advance the importance of incorporating sustainability education within all academic disciplines throughout a small, minority-serving institution to increase the presence of African Americans in future careers in energy, green jobs or energy policy/economics.
Balancing University Teaching and Media Industry Needs: A Case Study of Teaching Finance and Economics News Translation
Author: Hu, Wan
Date: 2019-00-00
Type: Journal Articles
Subjects: Translation,News Media,School Business Relationship,College Instruction,Instructional Effectiveness,Instructional Innovation,Foreign Countries,Partnerships in Education,Student Centered Learning,College Students,Student Attitudes,Second Language Instruction,English (Second Language)

This research uses case study research and employs a news translation module to analyse its synergic teaching method which includes a university teacher, an industry insider and translation learners. They, as the key stakeholders of the teaching and learning process, have their specific roles and continuously interact with each other. Through these interactions, actual trans-editing workflow is embedded into the university classroom. In order to examine the teaching effectiveness of such an innovative model, translation learners' responses and commentaries are carefully taken into consideration. A wider implication of this research is that translator trainers may have their own reflections on innovating teaching strategies via the integration of academia and the professional world.
Evaluate the Attitudes of the Pre-Service Teachers towards STEM and STEM&apos;s Sub Dimensions
Author: Çengel, Metin
Date: 2019-00-00
Type: Journal Articles
Subjects: STEM Education,Student Attitudes,Preservice Teachers,Foreign Countries,Correlation,Gender Differences,Age Differences,Mathematics Education,Engineering Education,Science Education,Technology Education

As the importance of interdisciplinary studies is on the rise, countries have developed innovative educational approaches. One of these innovative approaches is STEM. STEM focuses on interdisciplinary cooperation, systematic thinking, openness to communication, ethical values, research, production, creativity and problems, focusing on the intersection of knowledge and skills in science, technology, mathematics and engineering, it is a new learning teaching approach that aims to gain the ability to solve. In this context, the aim of this study is to evaluate the attitudes of the pre-service teachers towards STEM and STEM's sub dimensions. Therefore; it was used as a data collection tool from attitude scale for Stem and Stem's sub dimensions developed by Keles, Kiremit and Aktamis (2017). In the data collection tool, 5 scales were developed in order to reveal the existence of the relationship between pre-service teachers' attitudes towards STEM and their attitudes towards; science, technology, mathematics and engineering. The related scale was applied to 204 pre-service teachers in various departments of the Faculty of Education at Sakarya University. In the research, the necessary correlations were made by considering the demographic characteristics such as gender, age and class of teacher candidates. The overall average and standard deviation values are taken into account, when explaining the data differences for the sub-dimensions of the scale. According to the results obtained from the relevant data collection tool, when pre-service teachers' attitudes towards STEM and STEM sub-dimensions were evaluated; especially in the Mathematics and Engineering dimensions, it was revealed that their attitudes were more positive and they were indecisive in other dimensions (Science and Technology). As a result, it is thought that the acceptance of STEM method by teacher candidate, which is an innovative educational approach of the research results, will contribute to the literature and the future studies in this field.
Evaluating Personality Traits as a Predictor of Undergraduate Goal Setting
Author: Lamm, Kevan W.
Date: 2019-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Personality Traits,Goal Orientation,Predictor Variables,Agricultural Education,Leadership Training,Personality Measures

Although the importance of goal setting for students is well established in the literature and the utility of personality as reliable antecedents of different outcomes is similarly well established, there are a limited number of studies that analyze the relationship between these two sets of variables, particularly within learning environments. The current study is intended to contribute to this area by analyzing goal setting and personality in undergraduate students enrolled in a leadership development course. Incorporating differences among individuals, which includes differences in personality to predict goal setting, will aid educators in recognizing links between persons of similar, or differing, personalities. The results of the study indicate that of the Big Five personality factors (Openness, Conscientiousness, Extraversion, Agreeableness, Emotional Stability), the factors of Agreeableness and Conscientiousness were related to student project level and class level goals. However, when regressed simultaneously, only Agreeableness was a statistically significant predictor of goals.
Are Agriculture Students More Career Ready? A Comparative Analysis of Illinois Juniors
Author: Mouser, David M.
Date: 2019-00-00
Type: Journal Articles
Subjects: High School Students,Grade 11,Agricultural Education,Career Readiness,Occupational Tests,Reading Achievement,Mathematics Achievement,Gender Differences,Low Income Students

In a state facing broad budget shortfalls, agricultural education programs have to show their value in relation to other key subject areas, such as math and reading. The best agricultural education programs follow a three-component model of instruction, including classroom experience, leadership development through FFA involvement, and an experience-based activity through a Supervised Agricultural Experience program (SAE). Each year state FFA associations recognize top chapters with gold or silver emblem designations. In this quantitative study, we compare eleventh grade Illinois agriculture students from Gold and Silver Emblem FFA chapters to all other Illinois eleventh-grade students on ACT WorkKeys assessments designed to measure levels of career readiness. In addition, we also provide a comparison of Illinois agriculture students from Gold and Silver Emblem FFA chapters to all juniors tested from the same schools. The assessment results indicated that the selected group of agriculture students are more career ready than their peers, particularly in the area of math.
Examining the Reasons Agricultural Education Teaching Graduates Choose to Enter, Leave, or Stay in the Teaching Profession
Author: Igo, Ethan A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Agricultural Education,College Graduates,State Universities,Career Choice,Preservice Teacher Education,Teachers,Faculty Mobility,Influences,Teacher Persistence

With half of all school-based agricultural education teachers leaving the profession within their first six years, the need is greater than ever for post-secondary graduates to enter and stay in the profession. This study explored potential influencers on graduates' career decisions, focusing on identifying potential reasons they chose to not enter, leave, or stay in the profession. The target population was Montana State University Agricultural Education Teaching graduates who completed their degree program between May 2005 and May 2016 (N = 58). Respondents' post-graduation career paths fell into five pre-determined groups, which were then narrowed into three broader groups: never entered, leavers, and currently teaching. Similar to previous research, competitive salaries outside education, being recruited for another position, and an inadequate work-life balance emerged as the largest factors in respondents' decisions to not enter the profession. Somewhat contradictory, adequate work-life balance; stable contracts with a competitive salary; and positive student, school, and community connections emerged as top reasons to remain in the profession. Since the most common reasons for not entering/leaving the profession revolved around careers outside of education, primarily the salaries of those positions, it is recommended that stakeholders explore alternative methods of providing supplemental funding for these salaried positions.