ethanporcaro/eric-fulltext-meta huggingface dataset:
Toward Data-Driven Instruction in the First Course in Accounting
Author: Simms, Kathryn
Date: 2021-01-00
Type: Journal Articles
Subjects: Data Use,Decision Making,Introductory Courses,Accounting,Correlation,Outcomes of Education,Grade Point Average,Academic Persistence,Attendance,Study Habits,Study Skills,College Students,Public Colleges,Learning Strategies,Measures (Individuals)

This study takes a step toward using data-driven instruction (i.e., using data to guide instructional choices) in the accounting classroom: Evaluating which students are most likely to struggle in the first course of accounting. More specifically, it evaluates the correlations between four constructs (i.e., academic background, grit, attendance, and study habits, skills, and attitudes [SHSA]) and course learning outcomes. Each construct was associated with learning outcomes in the context of this study. However, both prior semester cumulative Grade Point Average (GPA), a measure of average grades earned in college, and SHSA appear to offer the most promise for instructional intervention at the institution under study. Caveats for using correlational findings with significant, but imperfect associations with learning outcomes are provided. Using this study as a flexible blueprint tailored for other contextual settings is also described.
Understanding Distractors in a Business Technology Classroom
Author: Schwartz, Lisa A.
Date: 2021-01-00
Type: Journal Articles
Subjects: Attention Control,Business Administration Education,Computer Uses in Education,Handheld Devices,Telecommunications,College Students,Research Skills,Technological Literacy

Technology classrooms provide a valuable educational environment; however, they may also create distractions for students different from a regular classroom. Distractions can result from activities students do themselves or they can be caused by other students in the classroom. Where students sit in the classroom can also have an impact. Students in the back of the classroom report more distractions from texting and online gaming. Students who are more distracted indicate it is harder to pay attention in a lab classroom as opposed to a regular classroom. Distractions, especially texting, have a negative impact on the learning environment which reduces a student's ability to learn important technology and research skills. Finally, distractions show a negative association with overall course grade.
Sportsmanship Behavioral Tendencies of the Students Athletes in Turkey: Ardahan Example
Author: Akbulut, Abdullah Küsad
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Athletes,Athletics,Secondary School Students,Adolescents,Competition,Ethics,Moral Values,Sportsmanship,Self Control,Student Behavior,Public Schools,Foreign Countries

The aim of this study is to analyze sportsmanship behavioral tendencies of the students of secondary education who are being schooled within the provincial center of Ardahan by taking several variables into consideration. In accordance with this aim, this study has been conducted through the survey modelling of quantitative research methods. For the data analysis, T-Testing and ANOVA are applied. According to the obtained findings, the sportsmanship level of student-sportsmen is revealed to be higher than student-sportswomen. In addition to this, the 1st question has the maximum value within the scale with the average value of 4.0248. The minimum value, on the other hand, belongs to the 22nd question with the value of 2.9684. The general average of the scale is 3.4815, located in-between Agree-Not Sure. Consequently, it can be claimed that the perception and the level of sportsmanship are high. As a result, it is concluded that the sportsmanship level of the student-sportspeople residing in Ardahan is relatively high and that the sportsmen have a higher sportsmanship level compared to that of sportswomen.
Exploring STEM Undergraduate Self-Regulated Learning at a Vietnamese Transnational University
Author: Yao, Christina W.
Date: 2021-03-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Students,Metacognition,Learning Experience,Feedback (Response),Foreign Countries,International Education,International Cooperation,Technology Uses in Education,Second Language Learning,Second Language Instruction,English (Second Language),Barriers,Learning Strategies,Student Attitudes,Search Engines,Computer Software,Translation,Teacher Student Relationship,Internet,College Faculty

STEM education in Vietnam is prioritized, yet effective learning may be difficult for students attending transnational universities. The purpose of this study is to examine the self-regulated learning experiences of STEM undergraduate students attending a collaborative transnational university in Vietnam. Challenges included English language instruction and STEM-specific terminology. Despite barriers to their learning, students describe strategies for navigating their learning process. Strategies included extensive rereading of the material, using Google to look up new terms/ideas or to translate words, asking instructors for translation, and reviewing online resources. Implications for practice include instructors providing more detailed feedback and guidance and leveraging technology use for learning.
Japanese Higher Education: The Need for STEAM in Society 5.0, an Era of Societal and Technological Fusion
Author: Yamada, Aki
Date: 2021-03-00
Type: Journal Articles
Subjects: Higher Education,STEM Education,Technology Integration,Liberal Arts,Foreign Countries,Knowledge Economy,Interdisciplinary Approach,Intellectual Disciplines,Teaching Methods,Technological Advancement

In today's information-driven society, the Japanese government envisions the next societal revolution as &quot;Society 5.0,&quot; where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the &quot;integrated nature&quot; of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan's vision for Society 5.0.
On Motivations for Mobility of International Students Studying at Japanese Research-Intensive Universities
Author: Futagami, Tsuneji
Date: 2021-03-00
Type: Journal Articles
Subjects: Student Motivation,Student Mobility,Foreign Students,Foreign Countries,Research Universities,Graduate Students,Influences

The reasons why foreign graduate students studied or study at Japanese research-intensive universities were investigated, based on a questionnaire survey and interviews. According to the questionnaire survey, the main three reasons were that the research or education level of Japanese universities was high, that they liked Japan, and that they got scholarships. Supervisors' recommendations, positive willingness, Japanese culture, and advantage in promotion also seem to be incentives for acquiring doctorates. These reasons were also mentioned by three Thai interviewees. This study showed that exchange of culture and supervisors was important in addition to factors known in previous studies. This study also implied international students across borders of more than three nations with strong willingness. It is important for Japanese policymakers to arrange environments so that exchange of culture and supervisors is activated, and international students can move freely.
School District Administrator Perceptions and Hiring Practices of Teachers Who Participated in International Student Teaching Placements
Author: Gaudino, Ann C.
Date: 2021-03-00
Type: Journal Articles
Subjects: School Districts,Administrator Attitudes,Teacher Selection,Student Teachers,Student Placement,International Educational Exchange,Teaching Experience

This study investigated school district administrators' perceptions and hiring practices of teachers who participated in international student teaching experiences. Thirty central office administrators from 12 states across the United States were interviewed. The responses and practices of these administrators and the districts that they represent were compared with the perceptions of student teachers and teachers from previous studies who had student taught abroad. Findings reveal that both teachers and administrators believe that there are a multitude of benefits to international student teaching and that this experience ultimately impacts student learning. While they also believe that such experience should be accounted for in the hiring process, very few districts have a formal way of accounting for international student teaching experiences. Recommendations include how districts might adjust their hiring process to account more specifically for the various of experience that teachers bring to their positions.
Lexical Borrowings from the English Language into Bangla Short Stories
Author: Hoque, Muhammad Azizul
Date: 2021-00-00
Type: Journal Articles
Subjects: Linguistic Borrowing,English (Second Language),Second Language Learning,Indo European Languages,Classification,Creative Writing,Literary Genres,Literature,Language Variation,Vocabulary,Foreign Countries,Foreign Policy

Although lexical borrowing from the English language into Bangla has been reported in the literature, not many studies have investigated the nature and the extent to which this borrowing has taken place in relation to Bangla short stories. This study examined five Bangla short stories, which were selected based on purposive sampling. Our analysis of the textual data drew upon thematic analysis. The findings of the study illustrated four types of borrowings, which were classified as 'with Bangla equivalents', 'without Bangla equivalents', 'with close Bangla equivalents', and 'hybridised'. The borrowed words were further studied to understand the domains in which lexical borrowing took place. Findings reported in this study indicate that an increasing number of English lexis is gradually getting their place within creative writings published in Bangla. These findings provide the basis for the argument that while lexical borrowings can enrich Bangla, this practice may also contribute to marginalising the language by replacing some of its lexis. The study contributes to our understanding of the nature of lexical borrowings from the English language into the contemporary short stories written in Bangla, notably by illustrating the domains in which the borrowings have taken place.
Perception of Teachers on Readers&apos; Theatre and Reading Comprehension: Prospects for Curriculum Planning
Author: Kulo, Selina
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Theater Arts,Reading Instruction,Reading Comprehension,Curriculum Development,English (Second Language),Second Language Learning,Foreign Countries,Secondary School Teachers,Reading Difficulties,Modeling (Psychology),Teaching Methods

Reading has always been a challenging task especially for struggling learners of English as a second language (ESL). Readers' theatre has been used as a class instruction approach to enable learners to become innovative and active participants in the reading class. During class instruction, teachers use multiple strategies such as modeling reading accuracy, main idea instruction, group reading, adapting scripts, and discussion. Using a qualitative approach, this study aimed at investigating the perception of secondary school teachers on the impact of readers' theatre for improvement of reading comprehension of learners of ESL. Data was collected using interviews from eight teachers of English in secondary schools in Kisumu County, Kenya, and lessons were also observed. Purposive sampling was used to select the teachers. The findings were reported verbatim in accordance with the themes of the study. The findings revealed that readers' theatre class activities enabled learners to be involved actively in-class reading tasks which resulted in enhanced reading comprehension. Furthermore, learners built confidence in reading due to group reading. The findings of this study will assist teachers to plan appropriate class activities that scaffold reading comprehension and build confidence among learners. The study suggests further studies on implementing readers' theatre on writing skills.
Emotional Socialization Behaviors of Mothers Having Preschooler
Author: Özen-Uyar, Rabia
Date: 2021-04-00
Type: Journal Articles
Subjects: Socialization,Emotional Response,Parent Child Relationship,Parenting Styles,Punishment,Problem Solving,Stress Variables,Coping,Gender Differences,Educational Attainment,Socioeconomic Status,Preschool Children,Mothers,Foreign Countries

The aim of the study is to investigate emotional socialization behaviors of mothers having preschooler in relation to the child's gender, education and socioeconomic level of the mother. In the research, a correlational survey model was used. The participants of the study consisted of 303 mothers having children aged 4-6 with low, middle and high socioeconomic living conditions. The data of the study were collected with the Coping with Negative Emotions of Children Scale and Personal Information Form. T-test and variance analysis were used to analyze the data. Research results revealed that emotional socialization behaviors of mothers did not differ significantly according to the child's gender. As a result of the analysis, it was found that emotional socialization behaviors differ significantly in terms of the socioeconomic level of the mothers. According to this, low socioeconomic level mothers showed more punitive reactions and minimization reactions than middle and high socioeconomic level mothers. Results also showed that punitive reactions and problem-focused responses differed according to the educational level of the participating mothers. In this direction, as the education level of the mothers increases, it is seen that there is a decrease in punitive reactions while there is an increase in problem-focused responses.
The Effects of STEM Education on Academic Achievement in Science Courses: A Meta-Analysis
Author: Karasah-Çakici, Sadiye
Date: 2021-04-00
Type: Journal Articles
Subjects: STEM Education,Academic Achievement,Science Achievement,Instructional Effectiveness,Educational Research,Educational Researchers,Research Design,Effect Size,Teaching Methods,Doctoral Dissertations,Biology,High School Students,Foreign Countries

In this research, a meta-analysis was conducted to find out the effect level of STEM education on students' academic achievement in science courses. Scientific studies which were conducted and published in Turkey between January 2018 and March 2020 were reviewed in the research. As a result of the literature review, 54 studies that were suitable for the purpose of the study were reached. In analyses conducted with a statistical analysis program, effect levels were compared in terms of subject area and number of participants in addition to approaches/method used. According to the results of this research, it was concluded that STEM education was more effective in increasing students' achievement in science courses when compared with teacher-centred teaching methods. According to the results examined according to other variables discussed in the research, significant difference was found in terms of the year in which the study was conducted, the researcher's job, application period of the study and the number of participants. According to the results of the examined variables, the largest effect size was found in the field of biology, at high school level, doctoral publications, in researchers who were teachers, with 81 and above participants, in studies conducted in 2019.
The Investigation of the Effect of Montessori Approach-Based STEM Activities on the Problem-Solving Skills of Pre-Service Preschool Teachers
Author: Çakir, Zehra
Date: 2021-04-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Montessori Method,Preschool Education,Preschool Children,Preservice Teachers,Student Attitudes,Developmentally Appropriate Practices,STEM Education,Thinking Skills,Skill Development,Problem Solving,Cooperative Learning,Foreign Countries

This research was conducted to determine whether there is any effect of the Montessori approach-based STEM activities on the development of the problem-solving skills of pre-service preschool teachers or not. The mixed-method was employed in the research. The sample of the research consisted of 50 teacher candidates studying at the Faculty of Education Preschool Teaching Department in the 2017-2018 academic year. A single grouped pretest-posttest pattern was created to determine the difference in the problem-solving skills of the pre-service teachers in the research. The quantitative data gathered during the process of the research were analysed with the statistical methods; the qualitative data were analysed with the content analysis. In the study, quantitative data were collected using the &quot;Problem Solving Scale&quot;, and qualitative data were collected using the &quot;Semi-Structured Interview Form&quot;. The interview form is quantitative and consists of 10 open-ended questions in total. This form was applied only to 15 volunteers at the end of the study. For 14 weeks, candidates were given Montessori approach-based STEM training. In the findings obtained as a result of the research; it was observed that there was a significant difference between the pre-test and post-test scores of problem-solving skills and the qualitative analysis results also supported the quantitative results. With these findings, it was concluded that the activities developed the problem-solving skills of individuals and produced solutions to the problem from different perspectives.
Indonesian-German Bicultural Literacy Comprehension: The Students&apos; Inference Perspective
Author: Aini, Desti Nur
Date: 2021-00-00
Type: Journal Articles
Subjects: Indonesian,German,Biculturalism,Literacy,Bilingualism,Reading Comprehension,Inferences,Language Proficiency,Second Language Learning,Second Language Instruction,Scoring Rubrics,Personality Traits,Vocabulary Skills,Correlation,Language Tests,Semantics,Pragmatics,Nouns,Phrase Structure,Sentence Structure,Contrastive Linguistics,Student Attitudes,Foreign Countries

To comprehend a text, one needs to understand the relationship of various elements in it. The skill that helps connect the non-textual components to the textual ones is making inferences. This research aims to reveal different types of inferences made by the students with German-language proficiency of level B1. A qualitative research approach was applied to obtain more objective, comprehensive, valid, reliable, and in-depth data. The data were analyzed with a narrative research design to describe the students' responses based on the rubric assessment. The results showed that inference within the framework of cognitive dimensions is a form of students' knowledge. They unite pieces of information, then predict, conclude, and synthesize a bicultural text's meaning. The inference types found were the superordinate goal, instantiation of noun category, causal antecedent, the emotion of the reader, referential, thematic, and character emotional reaction. The results of research on inference have a contribution to literacy comprehension and teaching. The various inferences produced by students prioritize the broadness of vocabulary in predicting reading comprehension.
Dialogue in Online Learning Spaces: How Transitioning to Online Learning during a Pandemic Impacts Classroom Dialogue and Inclusivity
Author: Sousa, Alexandra N.
Date: 2021-04-00
Type: Journal Articles
Subjects: Dialogs (Language),Classroom Communication,Synchronous Communication,Virtual Classrooms,Online Courses,Electronic Learning,Pandemics,COVID-19,Inclusion,Instructional Effectiveness,Discussion (Teaching Technique),Student Diversity,College Students

The sudden shift to online learning because of the 2019 coronavirus disease created a series of challenges for educators. Faculty took a &quot;triage&quot; approach to reformatting their courses quickly. And while this was a necessary approach for many reasons, it was hard not to wonder what students would be missing. As a communication studies professor, I consider dialogue an essential tool in the classroom. Effective dialogue can lead to a greater acceptance of diverse thoughts and individuals, as well as less divisiveness and intolerance. So when the pandemic forced me to switch to online learning, I had many questions: How do we maintain effective classroom dialogue in online learning spaces? How can I create an inclusive classroom online? How does my knowledge of the relationship between dialogue and inclusivity translate to the online classroom? This reflective essay seeks to answer these questions in real time, as I simultaneously prepare to teach at least another year of online courses. I explore the importance of dialogue in the classroom, how dialogue can be a conduit of inclusivity, why educators should strive for inclusivity in our classrooms, and finally, how we translate these lessons to the online classroom. My hope is that this piece will help further this conversation and act as a resource for maintaining effective dialogue in every type of classroom.
Disaster Librarianship: Reflections on Teaching and Learning from the Heart of the Campus
Author: Proctor, Christopher L.
Date: 2021-04-00
Type: Journal Articles
Subjects: Academic Libraries,Library Services,COVID-19,Pandemics,Library Role,Librarians,Distance Education,Library Materials,College Students,College Faculty,Information Literacy,Integrated Learning Systems,Videoconferencing,Reference Services,Electronic Publishing,Mentors,Outreach Programs,Marketing

This reflection article explores how a library on a regional university campus adapted its services in response to the 2019 coronavirus disease (COVID-19) pandemic. It delves into some of the novel conclusions drawn by its librarians about how the library has and will continue to contribute to the teaching and learning efforts of the campus community during and after the pandemic. Existing library services continued to be offered during the pandemic, albeit in modified capacities and in more digitally focused environments. Novel services were also created. At its core, the heart of the library is the human connections that librarians and library staff make with patrons, so choices were intentionally made to transform services in ways that still encouraged human connectedness and belonging within unprecedented circumstances. Specific topics include outreach and marketing; access services; reference and research services; information literacy instruction; grants; the role of physical and digital library materials in distance education; and faculty--student mentorship. The article also explores the novel conclusions drawn from the process of adaptation that will have far-reaching implications for the future of library services, as they contribute to the teaching and learning missions of campuses, once normalcy returns to higher education. Issues concerning the digital divide; equity of access; advocacy; and the implications of interactive, experiential learning are discussed.