ethanporcaro/eric-fulltext-meta huggingface dataset:
The Professional Dimension in Spanish Prison Socio-Educational Action
Author: Martín-Solbes, Victor Manuel
Date: 2021-00-00
Type: Journal Articles
Subjects: Correctional Institutions,Females,Institutionalized Persons,Correctional Education,Professional Personnel,Content Analysis,Social Integration,Resource Allocation,Administrative Organization,Intervention,Interpersonal Competence,Human Dignity,Motivation,Foreign Countries,Health Personnel,Counselor Attitudes,Teacher Attitudes,Lawyers,Allied Health Personnel,Employment Qualifications,Employee Attitudes,Adult Education,Transitional Programs

Background: The article addresses the reality of prison professionals in ordinary and open prison conditions, which includes the perceptions of women prisoners, due to their low institutional presence that limits their reintegration, from a socio-educational perspective. The aim is to analyse psycho-emotional, educational, and work-related dimensions of professionals and the perception of female prisoners. Methods: The study was carried out with a mixed design from two research projects. The sample consisted of 102 professionals and 75 women from 13 autonomous communities. The instruments were semi-structured questionnaires and interviews with the female prisoners. For the analysis, content analysis, basic statistics, contingency tables, and independence tests were carried out. Results: The results indicate a lower presence of educational professionals and a higher presence of women. Most of them believe more in the reintegration of women, but see ordinary imprisonment and drug consumption as a limitation for it. The professionals state the lack of resources, bureaucratisation, and management, lack of training, and retraining as the main problems and needs. For their part, women demand individualised interventions adapted to their circumstances. Conclusions: In short, it shows a professional reality that can be improved but with strengths such as motivation, experience, and social skills. The socio-educational dimension is valued for the dignification of women prisoners, their transition to life in freedom, and their reintegration.
The Effect of Multicultural Education on Preservice Teachers&apos; Attitude and Efficacy: Testing Bank&apos;s Content Integration Dimension
Author: Akcaoglu, Mustafa Öztürk
Date: 2022-03-00
Type: Journal Articles
Subjects: Multicultural Education,Preservice Teachers,Student Attitudes,Self Efficacy,Preservice Teacher Education,Intervention,Foreign Countries,Integrated Curriculum,Attitude Change,Instructional Effectiveness

The sudden increase in diversity in the public schools has caught teacher preparation institutions unprepared. The situation has led to a need to develop instructional interventions to help pre-service teachers get ready for a new context that they will be facing for the first time. Multicultural education can be of great importance to address the issues related to diversities. In order to create multicultural environments at schools, all the actors of the educational area need skills to better communicate with students from different cultures. One of the most important topics during the teacher training process is equipping the pre-service teachers with the necessary skills, attitudes, and information to teach in multicultural environments. To this end, designing a teacher-training curriculum to raise pre-service teachers' multicultural efficacy levels is essential. In this quasi-experimental study, we investigated the effects of a 10-week multicultural education intervention carried out through Bank's content integration process. Fifty-two pre-service teachers enrolled at the department of social sciences in a state university in Turkey participated in the study. Findings indicated a statistically significant difference between the pre-test and post-test scores of the pre-service teachers in the experimental group, who attended the 10-week course, in terms of their multicultural attitude and efficacy. It was concluded that the multicultural education intervention, carried out according to Bank's content integration dimension, significantly affected pre-service teachers' multicultural attitude and efficacy.
Comparing the Automatic Item Selection Procedure and Exploratory Factor Analysis in Determining Factor Structure
Author: Avsar, Asiye Sengül
Date: 2022-03-00
Type: Journal Articles
Subjects: Factor Analysis,Automation,Construct Validity,Item Response Theory,Factor Structure,Test Items,Foreign Countries

It is necessary to supply proof regarding the construct validity of the scales. Especially, when new scales are developed the construct validity is researched by the Exploratory Factor Analysis (EFA). Generally, factor extraction is performed via the Principal Component Analysis (PCA) which is not exactly factor analysis and the Principal Axis Factoring (PAF) among EFA methods. Factors may also be determined with different techniques depending on the advances in psychometry. In the context of nonparametric item response theory, the Mokken Scale Analysis (MSA) and the Automatic Item Selection Procedure (AISP) provide significant contributions to researchers in scale development studies. The aim of the current study is to compare the AISP and the EFA methods in determining the factor structures. The Revised Life Orientation Test, whose factor structure was previously known and validated, and the draft Expectation Scale from Academics in Distance Education Scale, which was at the preliminary stage of the scale development process with the unknown factor structure, were considered in this comparison. It was determined that the consistency of the findings obtained from the EFA, and the ones obtained from the AISP provided strong evidence in ensuring the construct validity. The PAF and the AISP produced similar results in this research. The PAF results should be taken into consideration instead of the PCA, especially in scale development studies. It is recommended that the AISP and the PAF results be evaluated together for strong evidence in the investigation of construct validity in scale development studies.
University Students&apos; Perceptions of Curriculum Content Delivery during COVID-19 New Normal in South Africa
Author: Omodan, Bunmi Isaiah
Date: 2021-06-00
Type: Journal Articles
Subjects: Student Attitudes,Delivery Systems,COVID-19,Pandemics,Foreign Countries,Electronic Learning,Educational Change,Undergraduate Students,Distance Education,Technology Uses in Education,Academic Achievement,Educational Quality

Observation and experience exist among university students during COVID-19 new normal; the quality and the process of academic activities have been compromised. This study, therefore, examines the lacuna on whether the new normal is more productive by ensuring that the intention of the curriculum towards students' content knowledge is met or not. Organisational change theory was used to theorise the study within the transformative paradigm (TP) and participatory Research (PR) lenses as a research design. The study was conducted in one of the universities in South Africa. Ten students were selected using the convenience sampling technique because the students were not fully on campus as of the time of this study. The online interview was adopted to collect data because of social distancing rules across the country. Thematic analysis was used to interpret the data. The findings revealed that the COVID-19 new normal does not affect students' academic performance negatively even though the quality of content delivery is low. The channels of teaching-learning and the Internet of Things are deduced to be unpleasant for the students with recommendations that there is a need to provide the internet-or-things alongside training and retraining for students and lecturers.
Understand Sexual Risk Behaviours in Young Adults and Challenges in Their Education
Author: Alonso-Martínez, Laura
Date: 2021-06-00
Type: Journal Articles
Subjects: Sexuality,Risk,Young Adults,At Risk Persons,Sex Education,Attitudes,Teaching Methods,Well Being,Health Promotion,Social Influences,Cultural Influences,Age Differences,Foreign Countries

Sexual risk behaviours are considered sexual conducts that can cause biological, psychological and social damage. Therefore, sexuality education is considered the only effective way to avoid it. This project aims to understand sexual risk behaviour factors and their consequences in young adults and to explore strategies they would use to face them. To answer these questions, we conducted a qualitative study in which we interviewed 11 young adults using an asynchronous mail technique due to the COVID-19 pandemic. We also carried out a thematic analysis and developed our key results: 1) Sexual attitudes and behaviours; 2) Sexual risk factors, 3) Sexual risk consequences; and 4) Educational approach and strategies. Similarities in the themes were verified with previous literature, exposing the importance of learning to identify factors and consequences to respond appropriately. Participants believe that comprehensive and egalitarian sexuality education applied at individual and community level is a solid method that can improve sexual health and well-being. To conclude, this study reveals the importance of listening to young adults' perspectives towards these conduct variables and educational approaches in order to establish global health strategies that could be based on these results.
Youth Participatory Action Research as a Catalyst for Health Promotion in a Rural South African School
Author: Mathikithela, Maite
Date: 2021-06-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Participatory Research,Action Research,Health Promotion,Grade 10,Social Problems,Well Being,Art Activities,Consciousness Raising,Educational Environment,School Buildings,Exercise,Student Participation,Youth Programs,Social Change,High School Students

Rural schools in South Africa face many social and environmental challenges which impact negatively on learner wellbeing and performance. Given the severity and history of these problems, the situation is unlikely to change in the near future. Yet, schools are supposed to be enabling environments, providing holistic support to learners from communities plagued by severe economic, health and social challenges. A different strategy is clearly needed to promote the health and wellbeing of learners. Youth participatory action research (YPAR) appears to offer a plausible approach to kick start improved, health-promoting responses from within the school. We facilitated a YPAR process with volunteer learners from Grade 10 to find out how they could begin to transform their rural school. Using arts-based methods, the learners were successful in raising awareness of the negative effects they were suffering as a result of the poor social-emotional climate in the school, the unsanitary facilities and the lack of opportunities to engage in physical exercise. The actions they took to address these issues were a catalyst for ongoing positive change in the school. The findings add to literature about how YPAR can make schools more enabling spaces.
Professional Knowledge and Self-Efficacy Expectations of Pre-Service Teachers Regarding Scientific Reasoning and Diagnostics
Author: Hilfert-Rüppell, Dagmar
Date: 2021-00-00
Type: Journal Articles
Subjects: Self Efficacy,Preservice Teachers,Knowledge Base for Teaching,Thinking Skills,Foreign Countries,Science Teachers,Teacher Competencies,Problem Solving,Pedagogical Content Knowledge,Science Education

Understanding and knowledge of scientific reasoning skills is a key ability of pre-service teachers. In a written survey (open response format), biology and chemistry pre-service teachers (n = 51) from two German universities claimed central decisions or actions school students have to perform in scientific reasoning in the open inquiry instruction of an experiment. The participants' answers were assessed in a quality content analysis using a rubric system generated from a theoretical background. Instruments in a closed response format were used to measure attitudes towards the importance of diagnostics in teacher training and the domain-specific expectations of self-efficacy. The pre-service teacher lacked pedagogical (didactics) content knowledge about potential student difficulties and also exhibited a low level of content methodological (procedural) knowledge. There was no correlation between the knowledge of student difficulties and the approach to experimenting with expectations of self-efficacy for diagnosing student abilities regarding scientific reasoning. Self-efficacy expectations concerning their own abilities to successfully cope with general and experimental diagnostic activities were significantly lower than the attitude towards the importance of diagnostics in teacher training. The results are discussed with regard to practical implications as they imply that scientific reasoning should be promoted in university courses, emphasising the importance of understanding the science-specific procedures (knowing how) and epistemic constructs in scientific reasoning (knowing why).
Helplessness among University Students: An Empirical Study Based on a Modified Framework of Implicit Personality Theories
Author: Ziegler, Albert
Date: 2021-00-00
Type: Journal Articles
Subjects: Helplessness,College Students,Personality Traits,COVID-19,Pandemics,Distance Education,Foreign Countries,Academic Achievement,Psychological Patterns

Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have had both insufficient digital skills and a lack of learning resources. Such a situation carries the risk that a substantial number of students become helpless. The aim of our empirical study was to test a hybrid framework of helplessness that includes both objective causes of helplessness and students' subjective interpretations of them. Before lectures or courses began, students of a full-scale university were invited to participate in an online survey. The final sample consists of 1690 students. Results indicate that objective factors as well as their subjective interpretations contributed to the formation of helplessness.
Regulation of Digital Behavior Models for Knowledge Transfer: Organizational Concerns of Remote Learning
Author: Pokrovskaia, Nadezhda N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Pandemics,COVID-19,Distance Education,Self Control,Social Isolation,Learning Processes,Educational Change,Teaching Methods,Educational Improvement,College Faculty,Work Attitudes,Teacher Attitudes,Student Attitudes,Validity,Technical Assistance,Organizational Change,Creativity,Teacher Student Relationship,Student Motivation,Computer Mediated Communication,Foreign Countries,Computer Games,Ethics,Graduate Students,Undergraduate Students,Locus of Control,Personality Traits,Family Environment,Psychological Patterns

Research on behavior regulation was carried out after several months of social isolation, provoked by the pandemic, between the months of February and March 2020. In spring 2020, many higher education institutions began to introduce digital tools of education, remote learning, and distance teaching. The reaction during the first weeks and months was negative, but the experience of this remote regime of work and learning continued into the autumn semester due to COVID-19. This experience included the perceptions of new organizational approaches that were needed to regulate digital behavior as a specific type of strategy and choices made in the virtual space. This need was expressed in an understanding of the improvements to be implemented in the organization of educational processes at traditional institutions to efficiently apply the remote learning regime. Between December 2020 and March 2021, six focus groups were conducted to investigate if the regulation of behavior for remote work and learning (work for university administrative staff and academic teachers; studying for students) differed, with informal interviews also conducted to check the validity of the opinions formulated. The hypotheses of the lack of responsibility, and of iterative accomplishment of shorter and simpler tasks, were supported with the data obtained. The hypothesis on an imbalanced vision of mutual interests, and of the assessments of gains and costs of the remote activity, was confirmed. The hypothesis of the externalization of motivation was neither confirmed nor rejected, contradictory opinions were obtained, and, thus, further quantitative study is required. The conclusions based on the obtained results included support for improving the regulation mechanisms required to organize knowledge transfer when digital tools are applied at traditional educational institutions. To enhance the remote regime of learning, redesign and reorganization is necessary when considering the assistance needed by teachers and learners. Specific organizational efforts need to be implemented to restructure the teaching to shorter sequences, to stimulate the creativity of both teachers and learners (due to the readiness to experiment and the lack of critics, and constant access to online bases), and to identify the borders of the &quot;sandbox&quot; to clearly define and articulate the common rules of behavior.
Analyzing Difficulties in Arithmetic Word Problem Solving: An Epistemological Case Study in Primary School
Author: Capone, Roberto
Date: 2021-00-00
Type: Journal Articles
Subjects: Word Problems (Mathematics),Problem Solving,Arithmetic,Mathematics Instruction,Mathematics Tests,Standardized Tests,Reading Comprehension,Reading Difficulties,Elementary School Students,Grade 2,Grade 5,Children,Foreign Countries

This paper focuses on difficulties that primary school students have in facing mathematical word problems. In particular, we are interested in exploring how they develop in the transition from grade 2 to grade 5. The research basis of the hypothesis is that some difficulties detected in grade 5 are already predictable in grade 2. Starting from the data collected in grade 5 by the National Standardized Assessment, we carry out a quantitative analysis looking for word problems in which students experience difficulties. Subsequently, we conduct a backward analysis of the grade 2 test of the same cohort of students in order to identify a set of word problems linked with those selected in grade 5 test. The analysis shows the presence of many common difficulties in the two grades. We design and carry out specific educational activities concerning word problem-solving in grade 2. These activities produce positive changes in the experimental class compared to the control class. This could suggest that a previous intervention in grade 2 could allow overcoming future difficulties in word problem text comprehension in grade 5.
Guidelines for Teacher Training in Mobile Augmented Reality Games: Hearing the Teachers&apos; Voices
Author: Pombo, Lúcia
Date: 2021-00-00
Type: Journal Articles
Subjects: Guidelines,Inservice Teacher Education,Teacher Workshops,Elementary School Teachers,Secondary School Teachers,STEM Education,Game Based Learning,Educational Games,Handheld Devices,Authentic Learning,Outdoor Education,Parks,Computer Simulation,Technology Integration,Teacher Collaboration,Foreign Countries

Mobile augmented reality games (MARGs) can be leveraged for educational purposes, as there are several examples in the literature revealing their educational value. The supporting technologies for MARGs' implementation in education are increasingly pervasive and popular, so it is time for their adoption in teacher practices. However, the integration of new practices in schools, with an impact on students' learning, requires teacher training. For that, a 50 h workshop was con-ducted to promote the collaborative development of MARGs for science, technology, engineering, and mathematics learning, which was attended by 16 in-service teachers, in Portugal. The aim of this study is to propose a set of guidelines for teacher training on MARGs, emergent from the perspectives of teachers who participated in the workshop. This is a descriptive qualitative study focusing on documental analysis of the individual final reflections of the participating teachers. The results showed that the workshop answered teachers' personal and professional needs, with an impact on their practices, in what concerns the integration of mobile and AR technology, and of games. Producing a new game during training and making it freely available for others to use seemed to be very satisfactory for teachers, and a good practice to follow. From teachers' reflections, it was possible to propose a set of guidelines useful for international readership, both researchers and teacher trainers, who aim to conceive and develop continuous professional development initiatives for MARGs' integration in teacher practices.
Pre-Service Teachers&apos; Understandings of Doing Statistics in the Context of Teaching Graphs
Author: Yilmaz, Nadide
Date: 2021-10-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Undergraduate Students,Statistics Education,Graphs,Middle School Mathematics,Lesson Plans,Reflective Teaching,Classroom Environment,Concept Formation,Pedagogical Content Knowledge,Foreign Countries

It was aimed to examine pre-service teachers' developing understandings of doing statistics within a lesson study. It was focused on their understandings (i.e., content knowledge) of doing statistics as well as how they transform their understandings (i.e., content knowledge) into teaching practices (i.e., knowledge of student &amp; knowledge of teaching) while designing and implementing lessons related to graphs. Three senior pre-service teachers participated in a two phase (university and school classroom) lesson study. Data were collected through lesson plans prepared by the pre-service teachers in groups, observations, field notes, semi-structured interviews and video and audio recordings of the group meetings and instructional implementations. Results showed that they did not consider doing statistics as it consisted of many inter-related components initially. Their understandings developed greatly as they designed lesson plans, discussed the concepts and reflected on their lesson plans and instructional implementations. Their starting to put statistical questions into the center of doing statistics became an important turning point that affected their conceptions related to other themes (e.g., collecting data, interpreting graphs). It was also observed that their understandings related to doing statistics impacted their teaching practices.