ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Student Outcomes: Peer Mentors and Student Transition
Author: Graham, Michael
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Mentors,Peer Relationship,Student Adjustment,College Freshmen,Academic Achievement,Student Experience,Sense of Community,Academic Persistence,First Generation College Students,Grade Point Average,Program Evaluation

College students who engage in first-year programs such as peer mentorship are correlated with increased achievement, subjective enjoyment of their university experience, sense of belonging, and campus participation. While the effects of peer mentorship have been consistent, there has been little information shared considering the characteristics of peer mentor programs nor the implementation of these programs in a strategic and effective way. Thus, the need for a controlled peer mentorship program arose. This mixed-methods study assessed a class leader (CL) peer mentor program, which showed up to 10% difference in persistence and up to a 0.4 increase in first-term GPA for students who had a CL during their first semester versus those who did not. Qualitative data was also collected to examine the impact of the CL program. Information presented outlines the results, subsequent recommendations, and implemented changes over the course of two years, including recommendations made for year three.
&quot;Dogs Are a Lot Cuter&quot;: An Analysis of Student Perspectives on an Operant Conditioning Laboratory at an Animal Shelter
Author: Kelling, Angela
Date: 2022-00-00
Type: Journal Articles
Subjects: Student Attitudes,Animals,Animal Behavior,Operant Conditioning,Psychology,Masters Programs,Graduate Students,Service Learning,Laboratory Experiments,Learning Experience,Outcomes of Education,Barriers,Teaching Methods,Likert Scales

High-impact experiences, such as service-learning opportunities or hands-on laboratories, have been shown to enhance student learning, course satisfaction, and attitudes and behaviors. Thus, it is essential to incorporate these experiences into psychology curriculums when possible. However, it is also critical to analyze the impact of these experiences. The purpose of this study was to investigate student opinions of a service-learning laboratory experience to determine how impactful it was. Twenty-three psychology master's students who completed an operant conditioning laboratory at a local animal shelter were surveyed about the experience. Although students did have recommendations for improvement, the laboratory was viewed as effective and impactful. Students highlighted many aspects of the laboratory and indicated that it was educational and enjoyable. Service-learning experiences such as these can impact student learning and personal growth while also impacting the community. Instructors should consider offering these experiences but should be aware of challenges in implementing a laboratory such as this one.
The Effect of Allied Health International Internships on Subsequent Internships
Author: Hawkins-Pokabla, Julia
Date: 2022-00-00
Type: Journal Articles
Subjects: Outcomes of Education,Allied Health Occupations,Education,Occupational Therapy,Internship Programs,Masters Programs,Field Experience Programs,College Faculty,Comparative Analysis,International Education,Active Learning,Foreign Countries,Study Abroad,Scores,Intervention,Graduate Students

Minimal research exists investigating the effect short-term international allied health internships have on subsequent higher-level internships. In occupational therapy, these internships are called fieldwork. Researchers completed a retrospective data analysis of the Level II Fieldwork evaluation scores of 274 occupational therapy students attending a Master of Science program. Final Level II Fieldwork performance evaluation scores were compared between one group of 212 students who completed a domestic Level I Fieldwork and 62 students who completed a faculty-led international Level I Fieldwork. An independent t-test comparing all areas of Level II Fieldwork performance revealed that students who attended an international Level I experience scored statistically higher in the Fieldwork II evaluation sections of basic tenets and intervention skills on their second Level II Fieldwork. The corresponding p-value for the basic tenets section was 0.020. Similarly, the average score for intervention skills was significantly higher in the international cohort with a p-value of 0.012. Results show statistical significance in two of the seven evaluation sections for students who completed a faculty-led international Level I Fieldwork supporting the active learning pedagogy that was applied during Level I Fieldwork. Findings provide evidence to support the hypothesis that international fieldwork experiences have a positive effect on student outcomes. Study results can be considered across professional disciplines.
The Influence of Technological Savviness and Home Internet Access on Student Preferences for Print or Digital Course Materials
Author: Spica, Elizabeth
Date: 2022-00-00
Type: Journal Articles
Subjects: Community College Students,Student Experience,Preferences,Instructional Materials,Printed Materials,Multimedia Materials,Electronic Publishing,Technological Literacy,Internet,Access to Computers,Self Concept,Student Characteristics

The purpose of this survey research study was to examine Tennessee community college student preferences and experiences with print and digital course material formats. Analysis considered which format students prefer between print or digital, the reasons behind those preferences, and whether those preferences significantly differed based on demographic characteristics, perceived levels of technological savviness, and/or the availability of home internet access. Students enrolled for the fall 2019 semester at community colleges across the Tennessee Board of Regents system were surveyed using both open- and closed-ended questions (n = 1,912). Results showed that most students (63.6%) preferred to use print materials, with no significant connections based on demographic characteristics (non-White, low-income, age) or home internet access. Student voices woven throughout provided an additional layer of insight for educational leaders seeking to examine how policies and practices accommodate student preferences, which in turn may improve their experience and ultimately impact the performance of the institution.
What Being Human Means: Integrating Global Learning through Lived Experiences
Author: Ouellette, Cathy Marie
Date: 2022-00-00
Type: Journal Articles
Subjects: Global Approach,Learning,Experience,Identification,Racism,Curriculum Development,Student Evaluation,Cultural Awareness,Perspective Taking,Scoring Rubrics,Integrated Activities,Multicultural Education,Teaching Methods

Proficiencies in global knowledge are essential to student growth and preparation in any career, and individual courses have the capacity to achieve important global learning benchmarks. With international students on the decline at institutions of higher education in the United States, and the predicted delay in returning to study abroad after COVID-19, domestic classroom experiences that privilege global perspectives are even more imperative. Courses that demonstrate connections to real world experiences are decisive for successful graduates in a multicultural, globalized world. Based on formal and informal student assessment, this research on the scholarship of teaching and learning reveals how purposeful course development can augment global learning, even in a domestic setting. Although one course cannot adequately achieve every aspect of global learning, this integrative learning class underscores the critical connections between theory and practice by highlighting the human experience. Assessment outcomes reveal student growth in benchmark, milestone, and capstone categories of the Global Learning VALUE Rubric, and demonstrate student investment in developing nuanced and broad understandings of race, ethnicity, and gender. This course reaches several VALUE goals because of its explicit and deliberate inquiry into global systems, multiple perspectives, and connections among numerous societies and the challenges they face. Through attention to global learning gaps, student identities, and structural racism, this research shows how endorsing a humanistic and integrative approach to understanding race, ethnicity, gender, and racism results in student achievement in multiple components of global learning.
Studying Forests in an Open Schooling Project
Author: Mulero, Lorena
Date: 2022-00-00
Type: Journal Articles
Subjects: Forestry,Open Education,Student Attitudes,Foreign Countries,Science Education,Secondary School Students,Teaching Methods,Educational Cooperation,International Cooperation,Student Mobility,Pilot Projects,Learning Processes,Comparative Analysis,School Community Relationship,Climate,Sustainable Development,Objectives,Food,Recycling,Biodiversity,Cross Cultural Studies,Energy Conservation,Rating Scales,Student Projects,Student Motivation,Constructivism (Learning),Teacher Attitudes

The objective of this study is to run a pilot test on the application of Open Science Schooling (OSS) methodology in projects with secondary-school students to know the impact it can have on their learning and their perception of it in addition to know how to develop teaching practice. As a study sample, we have selected a series of countries that are participating in an Erasmus+ project; to ensure a more exhaustive study, we are working with one of the participating schools located in Catalonia, near to our research group. In our study, we will consider the application of the Open Science Schooling methods in several secondary-school projects with the goal of comparing them and evaluating the method's versatility. We used questionnaires designed specifically for this project. The goal of OSS is to encourage schools to promote community well-being in cooperation with other stakeholders. It is very important the interplay of local, regional and global contexts and dynamics in shaping education and development. In one of the secondary schools students study the key role forests play in the fight against climate change, and the relationship of this natural resource with several Sustainable Development Goals (SDGs).
Teamwork Competency Scale (TCS) from the Individual Perspective in University Students
Author: Hebles, Melany
Date: 2022-00-00
Type: Journal Articles
Subjects: Teamwork,Competence,Measures (Individuals),Student Attitudes,Test Construction,Test Validity,Undergraduate Students,Foreign Countries,Psychometrics,Test Reliability,Factor Analysis

The main purpose of this study was to design and validate a scale to assess the teamwork competency of undergraduate students (TCS, Teamwork Competency Scale). The research instrument designed and subjected to validation has nine specific dimensions: Collective effectiveness, learning orientation, group goal setting, planning and coordination, communication, conflict management, problem solving, performance monitoring and supportive behaviour. The instrument was validated using a sample of 802 first-year students at a university in Chile. The method of partial least squares (PLS) was used within a structural equation modelling (SEM) framework for statistical analysis. The results show that the TCS is a valid and reliable research instrument for the assessment of teamwork competency in undergraduate students.
Treating Slow Learners in Learning Repeated Addition Using Realistic Mathematics Education Approach
Author: Hafidah, Hafidah
Date: 2022-00-00
Type: Journal Articles
Subjects: Addition,Mathematics Instruction,Teaching Methods,Family Environment,Educational Environment,Learning Problems,Comparative Analysis,Learning Processes,Mathematics Achievement,Scores,Achievement Gains,Foreign Countries

Mathematics is the queen of science, but many students struggle with this subject as slow learners. Slow learners can accomplish their full potentials with an appropriate learning approach. In this study, these slow learners were examined using Realistic Mathematics Education approach. Single subject research was employed in this study, with multiple baseline cross-conditional designs at home and in the classroom. For data analysis, an internal analysis approach and an analysis between curves of both conditions were conducted. The results revealed that slow learners had a higher tendency to perform better when studying at home compared to in class. In addition, after receiving, slow learners' score improved, but when being situated in another condition, the increase in score slowed or stagnated. The implication is that in order to optimize slow learners' learning potentials, teachers instruct them using the MRE approach at school based on home settings.
The Effect of Argumentation-Supported Problem-Based Learning Method in Teaching Chemical Equilibrium and Le-Chatelier&apos;s Principle
Author: Seyhan, Hatice Güngör
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Preservice Teachers,Persuasive Discourse,Problem Based Learning,Chemistry,Science Laboratories,Scientific Concepts,Concept Formation,Misconceptions,Foreign Countries

This study aims to examine the effects of argumentation-supported problem-based learning (AS-PBL) carried out in the Chemistry-II laboratory course on the conceptual understanding of prospective science teachers about &quot;Chemical equilibrium and Le-Chatelier's principle&quot;. The prospective teachers' answers were analyzed using content analysis and the existing misconceptions about the relevant chemistry topics were determined and the effectiveness of the relevant method in eliminating the misconceptions was also examined. The prospective science teachers had fewer scientific arguments in writing grounds for their claims before the treatment using AS-PBL. They were able to use their rebuttal skills more in addition to their claims and grounds after the treatment. Suggestions about problem-based learning supported by argumentation in science laboratory environments were presented to prospective teachers, educators and, readers.
Explicit Teaching of Science Process Skills: Learning Outcomes and Assessments of Pre-Service Science Teachers
Author: Aslan, Safiye Temel
Date: 2022-00-00
Type: Journal Articles
Subjects: Direct Instruction,Science Process Skills,Outcomes of Education,Preservice Teachers,Science Teachers,Foreign Countries,Student Attitudes,Student Evaluation,Skill Development

Science process skills (SPSs) are one of the most important skills possessed by students in conducting scientific activities. Therefore, it is crucial for science teachers to understand and practice these skills. Considering the role of teachers in developing students' SPSs, the focus of this study is on developing pre-service science teachers' SPSs. This study aims at determining the effects of explicit teaching of SPSs upon pre-service teachers' SPSs. To accomplish this, action research was employed. The study involved 10 pre-service science teachers who voluntarily participated in the study and were from Science Education Departments at a state university in Türkiye. Data were collected by using two methods: quantitative and qualitative. The quantitative data were obtained by using the Science Process Skills Scale. Meanwhile, the qualitative data were obtained from semi-structured interviews and diaries. The Wilcoxon Signed Rank Test was utilized in the quantitative data, and a content analysis technique was used in the analysis of the qualitative data. The results of the study indicated that explicit teaching of SPSs contributes to the development of pre-service teachers' SPSs, and that all preservice teachers prefer explicit teaching in the teaching or development of SPSs.
Digital Literacy Competency of Primary School Teacher Education Department Student as the Demands of 21st Century Learning
Author: Isrokatun, I.
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary Education,Digital Literacy,21st Century Skills,Student Teacher Attitudes,Ethnicity,Safety,College Students,Teacher Competencies,Conflict,Cultural Maintenance,Computer Security,Information Security

The 21st century is the era that involves the use of digital devices. Thus, pre-service teachers demand to have many competencies, which in this case is digital literacy competency. There are four digital literacy competencies: digital skills, digital culture, digital ethics, and digital safety. This study employs a qualitative method of research design with a study case. The data were collected by conducting interviews. The analysis in this study was carried out by making a detailed description of the digital literacy competencies of primary school teacher education students and adding a detailed view of the aspects in the research. The participants in this study were 30 primary school teacher education students at a university in Sumedang Regency. The results reveal that mastering digital skills will help daily life work; mastering digital culture will help preserve culture and protect creation; mastering digital ethics will avoid many conflicts; and mastering digital safety can be aware of many crimes in the digital world. Students as prospective teachers are expected to know, and understand and master digital literacy for future teaching.
Planning for Cultivation Numerical Literacy in Mathematics Learning for Minimum Competency Assessment (AKM) in Elementary Schools
Author: Rohmah, Aldila Nur
Date: 2022-00-00
Type: Journal Articles
Subjects: Numeracy,Mathematics Instruction,Elementary School Students,Thinking Skills,Questioning Techniques,Literacy,Case Studies,Lesson Plans,Instructional Materials,Audiovisual Aids,Teaching Methods,Competency Based Education,Mathematics Curriculum,Grade 4

Numeracy literacy skills in learning mathematics in elementary schools are still low. This is evident from the AKM value, which is still below average. This low numeracy literacy ability is caused by various things, such as the teacher's lack of ability to make HOTS questions and the lack of habituation for students to work on complex. The main problem that causes students to be still unable to complete learning based on numeracy literacy is the teacher who has not familiarized students with literacy-based questions. Many teachers still cannot compile numeracy literacy questions, especially at the elementary school level. This research is qualitative research with a case study. The results of this research are planning for curricular activities in cultivating numeracy literacy carried out by compiling a Learning Implementation Plan (RPP), compiling numeracy literacy-oriented learning materials, compiling numeration literacy-oriented evaluation questions with the criteria of Higher Order Thinking Skill (HOTS), and designing audio-visual and realistic learning media.
Development of a Perception Scale of Private Lesson: A Validity and Reliability Study
Author: Yildiz, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Test Construction,Test Validity,Test Reliability,Attitude Measures,Mathematics Teachers,Science Teachers,Individual Instruction,Factor Analysis,Teacher Attitudes

The purpose of the research is to develop a valid and reliable perception scale that can measure the perception of math teachers (198) and science teachers (120) towards private lesson. In the validity studies, the exploratory factor analysis was made with the SPSS 25.0 package program after that the confirmatory factor analysis was made with Lisrel 8.71 software. To develop the scale; 1. Creation of Item Pool 2. Obtaining Expert Opinion, 3. Creation of Pre-Trial Form 4. Factor Analysis 5. Confirmatory factor analysis. According to factor analysis; Kaiser Meyer Olkin (KMO) rate; 0.780; Bartlett test result: 7466.539; Cronbach alpha reliability coefficient is: 0.901. According to confirmatory factor analysis: Root Mean Square Error of Approximation (RMSEA) 0.043 (&lt;0.05); p-Value for Test of Close Fit 0.00 (&lt;0.05, Goodness of Fit Index (GFI) 0.96, Adjusted Goodness of Fit Index (AGFI) 0.93; Normed Fit Index (NFI) 0.97; Relative Fit Index (RFI) 0.96; Incremental Fix Index (IFI): 0.99; Degrees of Freedom: 38; Root Mean Square Residual (RMR): 0.037 and NonNormed Fit Index (NNFI): 0.98. According to research findings, the perception scale is valid and reliable so it can be used to determine math teachers and science teachers' positive and negative perceptions of private lesson.
A Comparison of Polytomous Rasch Models for the Analysis of C-Tests
Author: Dhyaaldian, Safa Mohammed Abdulridah
Date: 2022-10-00
Type: Journal Articles
Subjects: Item Response Theory,Cloze Procedure,Reading Tests,Language Tests,Models,Test Items,Rating Scales,Goodness of Fit,Test Reliability,Difficulty Level,Language Proficiency

A C-Test is a gap-filling test for measuring language competence in the first and second language. C-Tests are usually analyzed with polytomous Rasch models by considering each passage as a super-item or testlet. This strategy helps overcome the local dependence inherent in C-Test gaps. However, there is little research on the best polytomous Rasch model for C-Tests. In this study, the Rating Scale Model (RSM) and the Partial Credit Model (PCM) for analyzing C-Tests were compared. To this end, a C-Test composed of six passages with both RSM and PCM was analyzed. The models were compared in terms of overall fit, individual item fit, dimensionality, test targeting, and reliability. Findings showed that, although the PCM has a better overall fit compared to the RSM, both models produce similar test statistics. In light of the findings of the study, the choice of the best Rasch model for C-Tests will be discussed.
Psychometric Evaluation of Dictations with the Rasch Model
Author: Hussein, Rasha Abed
Date: 2022-10-00
Type: Journal Articles
Subjects: Psychometrics,Verbal Communication,Teaching Methods,Language Skills,Listening Comprehension,Listening Comprehension Tests,Item Response Theory,Error Patterns,Scores,Test Items,Difficulty Level,Language Tests,Redundancy

Dictation is a traditional technique for both teaching and testing overall language ability and listening comprehension. In a dictation, a passage is read aloud by the teacher and examinees write down what they hear. Due to the peculiar form of dictations, psychometric analysis of dictations is challenging. In a dictation, there is no clear boundary between the items and every word in the text is potentially an item. This makes the analysis of dictations with classical and modern test theories rather difficult. In this study, we suggest a procedure to make dictations analyzable with psychometric models. Our strategy entailed using several independent short passages instead of a single long passage. The number of mistakes in each passage was counted and entered into the analysis. Rasch model analysis was then applied to the passage scores (mistakes). Our findings showed that dictations fit the Rasch model very well and it is possible to measure examinees' ability on an interval scale using dictations.