ethanporcaro/eric-fulltext-meta huggingface dataset:
Big Data in Higher Education for Student Behavior Analytics (Big Data-HE-SBA System Architecture)
Author: Chinsook, Kittipong
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Behavior,Learning Analytics,Computer Software,Rating Scales,Data Use,Data Collection,Higher Education,Privacy,Information Security,Academic Advising,Student Records,Academic Achievement,Information Systems,College Students,Universities

Big data is an important part of innovation that has recently attracted a lot of interest from academics and practitioners alike. Given the importance of the education industry, there is a growing trend to investigate the role of big data in this field. Much research has been undertaken to date in order to better understand the use of big data in many sectors for diverse reasons. Big data in higher education, however, still lacks a complete examination. Thus, the purposes of the research were (1) to design the system architecture of big data in higher education for student behavior analytics and (2) to evaluate the system architecture of big data in higher education for student behavior analytics. The research procedure was divided into two phases. The first phase is designing a system architecture for big data in higher education for student behavior analytics, and the second phase is the architecture evaluation by experts. Purposive sampling was used to select ten experts in big data and student behavior analytics. Data collection tools were the system and the assessment of an appropriate model with a five-level rating scale. The statistics used in the data analysis were means and standard deviation. The results showed that the system architecture of big data in higher education for student behavior analytics consists of four elements: a) Big Data Sources for Behavioral Analytics; b) Big Data Sources for Behavioral Analytics Sub-Domains; c) Big data capture and storage for behavioral analytics; and d) big data behavioral analysis. The experts' opinions on the system architecture were at the most appropriate level.
A Test of Student Grade Satisficing by Experimentally Inducing Time Stress
Author: Petrow, Gregory A.
Date: 2022-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),Student Satisfaction,Time on Task,Anxiety,Experiential Learning,College Students,Tests

Scholars studying scholastic achievement in higher education find that students have specific course grades in mind that satisfy their desires for academic performance. When students believe that they are on-track to achieve those grades, they divert resources to other endeavors. This paper tests a resulting hypothesis: Students balance higher grades on easier assignments with lower grades on more difficult ones. After experimentally inducing time stress by assigning students to participate in an experiential learning exercise, those busier with volunteer work did balance their higher grades on the easier, experiential assignments, against lower ones on the course exams. Additionally, the time stress produced a strong interaction effect. Among the busier students, the time stress reduced their course grades (those not related to the experiential learning), while among the less busy, those grades increased. Instructors should be aware that some course activities are less linked to learning than others. The educational consequence of student grade satisficing is that when instructors offer more credit for easier activities, which are less linked to student learning, they may be reducing learning overall. The role of grade satisficing in reducing students? acquisition of knowledge is an under-explored topic, but it has powerful implications for student learning.
A Mediation Analysis of Spirituality: Wellbeing and Academic Performance in First-Generation and Low-Income College Students
Author: Beggs, Chris
Date: 2022-00-00
Type: Journal Articles
Subjects: Well Being,Academic Achievement,Spiritual Development,Correlation,Mental Health,Educational Attainment,First Generation College Students,Low Income Students,Undergraduate Students,Case Studies,State Universities,Student Attitudes

Mental health and attainment gaps comprise crises on university campuses, especially for first-generation and low-income students. Despite the heritage of spirituality and religious foundations of America's colleges, current norms have rendered candid discussions of spirituality to be mostly nonexistent. Despite literature linking spirituality with psychological wellbeing, known is little as to what relationship spirituality has with psychological wellbeing and academic performance, particularly among first-generation and low-income students. This study uses a cross-sectional survey design and occurred a public, regional, Midwestern institution. Quantitative analysis found a relationship between psychological wellbeing and academic performance in specific circumstances, and an indirect effect between spirituality and academic performance in the presence of psychological wellbeing. These data presents implications for practitioners.
A Suggested Proposal to Develop Distance Learning Programs in Border Schools in the Kingdom of Saudi Arabia
Author: Al Sorour, Noura H.
Date: 2022-00-00
Type: Journal Articles
Subjects: Program Development,Distance Education,Foreign Countries,Females,Teacher Attitudes,Instructional Leadership,Teaching Methods,Information Technology,Barriers,Human Resources,Educational Administration,Usability,Technical Assistance

The aim of this research is to find a proposed vision for developing distance education programs in border schools in the Kingdom of Saudi Arabia, and to explore the reality of the proposed educational programs for developing distance education programs. In order to achieve the research objectives, the descriptive and analytical approach was used for its suitability for this research, as the questionnaire was used as a research tool. The research sample consisted of (150) female teachers from border schools. The results of the research revealed that the reality of female teachers 'practice on distance learning programs in border schools in the Kingdom of Saudi Arabia is central. And that the use of technology is the most important requirement for developing distance education programs in border schools from the Kingdom of Saudi Arabia. The results also showed the achievement of leadership in diversifying and developing teaching and learning methods through the distance education system based on employing modern information and communication technology, equipping schools with all technological equipment, and supporting students with modern equipment and teachers with modern training to achieve the goals of distance education. In light of the results, the research paper presented a proposal for developing distance education programs in border schools in the Kingdom of Saudi Arabia.
An Evaluation of Arrogance Orientations of Academicians in Higher Education According to Student and Alumni Opinions
Author: Demirbilek, Mesut
Date: 2022-00-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Undergraduate Students,Graduate Students,Phenomenology,Organizational Climate,Personality Problems,Teacher Student Relationship,Self Concept,Alumni,Student Attitudes,Teacher Behavior

Arrogant individuals are individuals who tend to position themselves in the center, both in their daily lives and in organizational life, and their relationships with others. While they exaggerate their importance, they tend to take over success in any case. Arrogance, which has the potential to adversely affect the organizational climate, can turn into an obstacle to the state of collective engagement and have a devastating effect on the science discipline, for example, in the academic community. In this context, this study aims to examine the arrogance orientations of academicians working in universities, which are higher education organizations. For this purpose, phenomenology, which is a qualitative research design, was used, and thirteen participants consisting of undergraduate and graduate students and graduates were reached with the maximum variation sampling method. The data obtained through focus group interviews using semi-structured questions were analyzed in terms of content using the Maxquda qualitative data analysis program. Findings obtained as a result of the analyses reveal that the arrogance orientations of academicians were gathered under the dimensions of individuality, comparison, contempt, and discrediting. Based on these results, it is possible to indicate that it affects the academic organization climate negatively and feeds on individuality. In this context, it can contribute to reducing the potentially destructive effects of arrogance by encouraging collective work in academic organizations.
Assessing Students&apos; Approaches and Perceptions to Learning in Physics Experiments Based on Simulations and At-Home Lab Kits
Author: Sithole, Alec
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Hands on Science,Science Laboratories,Science Experiments,Laboratory Experiments,Computer Simulation,Undergraduate Students,College Science,Physics,Online Courses,Student Attitudes,Student Interests,Peer Influence,Teacher Influence

Our study evaluates students' approaches to and perceptions of the use of hands-on at-home laboratory kits (HALK) experiments, open-source computer-based simulations (OSCBS), and their combination (OSCBS-HALK) in undergraduate introductory asynchronous online physics courses. Anonymous survey data from students who had completed online physics courses with labs based on simulations, at-home lab kits, or both were collected using a modified version of the Learn Questionnaire (MVLQ). Findings in this study indicate that among the six scales (interest and relevance; peer support; staff enthusiasm and support; teaching for understanding; alignment; and constructive feedback) used to measure students' perceptions of the teaching and learning environments, interest and relevance, peer support, and teaching for understanding had statistically significant different means across the three lab types. Post-hoc comparisons using the Tukey HSD test for the interest and relevance scale indicated that students viewed using a combination approach of OSCBS and HALK labs (M = 3.98, SD = 0.61) more significantly positive than using computer-simulated labs only (M = 3.56, SD = 0.75). Compared to other labs, computer-simulated labs were perceived to lead to a deep approach to learning. However, they had the lowest interest and relevance, peer support, and alignment ranking among the three lab groups. Thus, developing strategies to improve students' engagement and ability to translate the simulations into physical processes is recommended for OSCBS.
Exploring the Professional Development Needs of Early Childhood Paraeducators and Supervising Teachers
Author: Frantz, Rebecca
Date: 2022-05-00
Type: Journal Articles
Subjects: Paraprofessional School Personnel,Early Childhood Education,Cooperating Teachers,Professional Development,Students with Disabilities,Barriers,Educational Needs,Role,Developmental Disabilities,Attitudes

Paraeducators play an important role supporting children with developmental disabilities in early childhood settings, and the current educational system has come to rely heavily on paraeducator supports. Unfortunately, most paraeducators receive limited training prior to engaging in their classroom roles and responsibilities, and teachers receive limited training related to supervising paraeducator staff. This study examined the roles and responsibilities, professional development experiences, perceived professional development needs, suggestions for professional development, and perceived barriers to professional development among early childhood paraeducators working with children with developmental disabilities and their supervising teachers using focus group method and a questionnaire. Implications for improving professional development practices among early childhood staff, remediating barriers to effective professional development, and future directions for research are discussed.
Does Teachers&apos; Self-Efficacy Vary for Different Children? A Study of Early Childhood Special Educators
Author: Sawyer, Brook E.
Date: 2022-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Self Efficacy,Beliefs,Early Childhood Education,Inclusion,Special Education,Special Education Teachers,Teacher Student Relationship,Student Characteristics,Students with Disabilities,Student Behavior,Attention,Persistence

Teacher self-efficacy (TSE) is a frequently studied construct due to its positive relations with student outcomes. However, TSE of teachers in inclusive early childhood special education (ECSE) classrooms has seldom been studied. To fill this gap, we examined the extent to which (a) teachers exhibited differing levels of TSE for students; (b) children's characteristics, particularly disability status and learning behaviors, were associated with TSE; and (c) relations between children's characteristics and TSE remained consistent across an academic year. Thirty-seven teachers of inclusive ECSE classrooms completed surveys to ascertain their student-specific TSE and children's learning behaviors for 114 children. Results indicated that teachers had different levels of TSE for students in their classrooms. Children's characteristics, particularly their attention/persistence, were related to TSE, with more relations shown between TSE and children's characteristics at the start of the school year than at the end. Implications for teacher professional development are discussed.
A Local Lens on Global Media Literacy: Teaching Media and the Arab World
Author: Schmoll, Katharina
Date: 2021-00-00
Type: Journal Articles
Subjects: Global Approach,Media Literacy,Arabs,Cultural Differences,Skill Development,Influences,Activism,Females,War,Conflict,Foreign Countries,Cultural Awareness,Power Structure,Islamic Culture,Television,Internet,Social Media,Films,Higher Education

The globalization and transnationalization of media use have facilitated access to voices from the Arab world. Students and teachers in Western higher education can make use of these voices within and outside the classroom to enhance students' knowledge of the region and challenge Eurocentric imaginations of the 'Other'. Yet to ensure students engage with these Arab sources in a meaningful way, media literacy is key. Drawing on and challenging a framework of global critical media literacy, this article argues that media literacy is grounded in time and space, meaning an effective teaching of global media literacy skills supposes an awareness of local media and power systems as well as communication cultures, and willingness to scrutinize one's own Eurocentric positionalities. In this endeavor, this article proposes to teach global media literacy the local way, here, pertaining to the Arab world through three distinct media case studies: influencers; women's activism; war and conflict.
Coaching in Complexity: Lessons Learned Investigating Implementation of Interventions in High Schools
Author: Kucharczyk, Suzanne
Date: 2022-05-00
Type: Journal Articles
Subjects: High Schools,Coaching (Performance),Autism,Pervasive Developmental Disorders,Students with Disabilities,Evidence Based Practice,Intervention,High School Students,Professional Development,School Personnel,Program Implementation,Fidelity

High schools hold great potential as contexts within which educators implement evidence-based practices shown to change post-school outcomes for youth with autism spectrum disorder (ASD). Unfortunately, educators feel unprepared to use transition and disability-focused evidence-based practices. Coaching, as an essential feature of effective professional development, is an important process for supporting educators in their development of competencies for use of these practices. To inform the use of coaching in complex high school settings, the model used by the Center on Secondary Education for Students with ASD to implement a comprehensive package of disability- and transition-focused interventions in 30 schools is described and coaching data analyzed to offer lessons learned for developing professional development supports for secondary school practitioners. Limitations and implications for research and practice are discussed.
Using Check-In/Check-Out in Vocational Training for Young Adults with Intellectual Disability
Author: Hester, Olivia R.
Date: 2022-05-00
Type: Journal Articles
Subjects: Vocational Education,Students with Disabilities,Intellectual Disability,Intervention,Program Effectiveness,Young Adults,Evidence Based Practice,Performance,Feedback (Response),Supervisors,Barriers,Autism,Pervasive Developmental Disorders,Accountability,Behavior Modification

Few transition studies have involved training supervisors on interacting and relaying feedback to individuals with intellectual disability during vocational training. We used a multiple baseline across participants design to examine the efficacy of an adaptive check-in/check-out (CICO) intervention for increasing the rate of performance feedback statements given by a supervisor to an intern with an intellectual disability during vocational training. The CICO intervention was effective at increasing the rate of performance feedback statements given by each supervisor. We recommend research and practice focused on training supervisors to use the CICO intervention to assist in helping foster natural job supports.
An Approach to Creative Media Literacy for World Issues
Author: Hazaea, Abduljalil N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Creativity,Media Literacy,World Problems,Discourse Analysis,Critical Theory,Global Approach,Rhetoric,English (Second Language),College Students,Intercultural Communication

This article introduces an approach to creative media literacy for world issues (WIs) such as COVID-19. In so doing, the article integrates four positions on discourse and media as terrible facets of globalization in the context of critical discourse analysis (CDA). The objectivist position deals with WIs as neutral discourse shared among humanity and distributed through English as an international language and educational media. The ideologist position treats creative media literacy as relations of power between global and local identities in the form of competing discourses associated with WIs. The rhetorical position reveals the hidden strategies used in global media discourse and English as a global language. The social constructionist position provides three levels of analysis for creative media literacy among university students: textual analysis, discourse analysis, and critical discourse analysis. The article concludes with guidelines on how lecturers can implement this approach with English as a foreign language (EFL) students.
A Qualitative Study of Early Adolescents&apos; Critical Thinking about the Content and Consequences of Media Violence
Author: Scharrer, Erica
Date: 2021-00-00
Type: Journal Articles
Subjects: Early Adolescents,Critical Thinking,Mass Media,Media Literacy,Violence,Elementary School Students,Grade 6

Research shows that young people are likely to encounter considerable amounts of violence in the media they use. Some of those depictions trivialize the severity of violence. Past studies show that media literacy education can spur critical thinking regarding violent portrayals in media texts. But rarely do prior studies employ qualitative methods to understand how young media audience members reason through the key question of whether media violence is either surprising or concerning. In the current study, an in-school media literacy program is offered to 48 6th graders who provide data in the form of written responses to a number of critical thinking prompts applied to media texts containing violence. The findings suggest that although most members of the sample readily noticed violent depictions in media texts and could critique the manner in which violence is depicted, relatively few expressed either surprise or concern about those depictions.
Conceptions of Adult Education Teachers-in-Training Regarding the Media Literacy Education of Older People. A Phenomenographic Study to Inform a Course Design
Author: Vuojärvi, Hanna
Date: 2021-00-00
Type: Journal Articles
Subjects: Adult Education,Teacher Education,Older Adults,Media Literacy,Preservice Teachers,Adult Educators,Knowledge Level,Writing Assignments,Foreign Countries,Curriculum Design

This phenomenographic study represents part of an ongoing design-based research initiative to inform the design of a new course on older people's media literacy in the adult-education teacher-education context. The aim was to describe the conceptions of teachers-in-training regarding media literacy education for older people. The data consist of students' written assignments in which they defined the concept of older people, their societal roles, and of the media literacy education targeting them. The participants included teachers-in-training (N = 22) from a Finnish university's teacher education program. The data were analyzed qualitatively with the aim of exploring how these students define &quot;older people,&quot; the kinds of roles they perceive older people as having, the pedagogical content and approaches they see as most useful in media literacy education targeting older people, and the kinds of learning aims they set for themselves on the course. The results reveal implications for the design of the abovementioned new course.
&quot;Draw the Internet&quot;: A Visual Exploration of How Children Imagine an Everyday Technology
Author: Botturi, Luca
Date: 2021-00-00
Type: Journal Articles
Subjects: Internet,Children,Elementary School Students,Foreign Countries,Freehand Drawing,Knowledge Level,Accuracy,Technological Literacy,Use Studies,Handheld Devices,Computer Use,Computer Oriented Programs

The internet is today a significant part of children's daily lives, and digital competences have been included as basic learning goals in many school systems worldwide. In order to develop sound and effective early-age internet education programs, information about how children use the internet should be integrated with insights in how they understand it. This study investigates 8-to-10-year-old children's understanding of the internet through the qualitative analysis of 51 drawings collected in three primary school classes in Switzerland. The results confirm that children's conceptions of the internet are rich but often inaccurate or uncomplete. The conceptions collected in this study partially differ from those that emerged in previous studies, possibly due to the diffusion of smartphones and tablets and to the commercialization of the internet. Also, each class presents a different balance of conception types, resulting in a sort of class understanding of the internet.
Alteration of Consumption Habits in Turkey over Time
Author: Akarsu, Mahmut Zeki
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Consumer Economics,Income,Money Management,Economics,Expenditures,Economic Development

Simon Kuznets and John Maynard Keynes did research on the subject of propensity to consume. Kuznets asserted that people do not alter their consumption/saving ratio and spend more when they have more disposable income. Keynes alleged that when disposable income increases, the rate of saving also increases over time because people tend to keep their consumption habits steady. Namely, the consumption/saving ratio of households or individuals tends to decrease as disposable income goes up. And in this study, the Keynesian consumption function is investigated in the Turkish economy. The result of this research might give insight into the future of the consumption/saving ratio in Turkey. In the study, the ARDL econometric model is operated with data from the Turkish Statistical Institute. The result of the study is that people change their consumption habits with the increase of disposable income. As a result, the consumption level has been slowing down, and the propensity to consume diminishes. That proves that the Keynesian consumption function holds in Turkey.