ethanporcaro/eric-fulltext-meta huggingface dataset:
Introducing Everyday &apos;Digital Literacy Practices&apos; into the Classroom: An Analysis of Multi-Layered Media, Modes and Their Affordances
Author: Creer, Adele
Date: 2018-07-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Technological Literacy,Case Studies,College Students,Student Attitudes,Social Media,Educational Media,Interviews,Ethnography

Integrating digital media into classroom practice requires consideration on many levels, how young people access and engage with digital media at the level of media, mode and genre is complex and may redefine how literacy practices in the classroom are perceived. Young people use digital media in their everyday literacy practices and a failure to embrace new technologies in the classroom may lead to a disjuncture between their everyday and college-assessed literacy practices. Following an analysis of communicative interactions that looked at multi-layered media, modes and their affordances, this paper offers insights from recent research. It looks carefully at the congruence and incongruences that exists between the two literacy practices with the aim to offer rich insights into meaning making in what are comparatively new, digital literacy practices. A major conclusion is that some assessment tasks do have congruence with young people's everyday literacy practices but at times they either do not take account of the students 'funds of knowledge' (Moll et al.,1992) to the full which is likely to cause confusion and possible under performance.
The Gender Gap in STEM Fields: Theories, Movements, and Ideas to Engage Girls in STEM
Author: Reinking, Anni
Date: 2018-07-00
Type: Journal Articles
Subjects: Gender Differences,STEM Education,Socialization,Peer Influence,Stereotypes,Youth Programs,Science Careers,Science Activities,Educational Strategies,Hands on Science,Role Models,Educational Environment,Informal Education,Qualitative Research,Content Analysis

The 2010 President's Council of Advisors on Science and Technology indicated that there was a need to provide individuals with strong STEM (Science, Technology, Engineering, and Mathematics) backgrounds in order to be a competitive country internationally. Additionally, it has been found that there is a gender gap in STEM related fields. Therefore, this article describes theories related to the gender gap in the STEM field and ways to engage girls in STEM related fields in order to close the gender gap. The researchers of this study did extensive research to review the current literature, condense and summarize the findings from various studies, and provide steps for educators to engage in that will create an early atmosphere of positive learning environments for girls to be curious about STEM concepts.
Investigating the Longitudinal Effects of a Core Mathematics Program on Evidence-Based Teaching Practices in Mathematics
Author: Doabler, Christian T.
Date: 2018-08-00
Type: Journal Articles
Subjects: Core Curriculum,Evidence Based Practice,Longitudinal Studies,Mathematics Instruction,Kindergarten,Teaching Models,Educational Opportunities,Feedback (Response),Program Implementation,Teaching Methods,Educational Practices,Control Groups,Experimental Groups,Classroom Observation Techniques,Teacher Student Relationship,Statistical Analysis,Goodness of Fit,Predictor Variables

Accumulating research has established explicit mathematics instruction as an evidence-based teaching practice. This study utilized observation data from a multi-year efficacy trial to examine the longitudinal effects of a core kindergarten mathematics program on the use of explicit mathematics instruction among two distinct groups of teachers: one group that used standard practices in Year 1 of the efficacy trial and the core program in Year 2, and a second group that used the core program in both years. Targeted teaching practices consisted of teacher models, student practice opportunities, and teacher-provided academic feedback. Implementation of the program in Year 2 was found to increase the mean rates of teaching practices of teachers who used standard teaching practices in Year 1. Effect sizes are also suggestive of a positive impact of a second year of implementation with the core program. Implications for designing explicit mathematics programs and investigating evidence-based practices in future research are discussed.
A Randomized Waitlist Controlled Analysis of Team-Initiated Problem Solving Professional Development and Use
Author: Horner, Robert H.
Date: 2018-08-00
Type: Journal Articles
Subjects: Problem Solving,Randomized Controlled Trials,Workshops,Intervention,Teamwork,Guidelines,Decision Making,Faculty Development,Elementary School Teachers,Elementary School Students,Behavior Problems,Institutional Characteristics,Meetings,Validity,Information Systems,Measurement Techniques,Outcomes of Education,Coaching (Performance),Positive Behavior Supports,Statistical Analysis

Data-based problem solving is a hallmark of research-supported practices such as positive behavioral interventions and supports. In this study, we provided members of positive behavioral interventions and supports (PBIS) teams from 38 elementary schools with professional development focused on a research-supported problem-solving model (Team-Initiated Problem Solving). We used direct observations to document procedures, practices, and outcomes before and after participating in the professional development workshop. Within the context of a randomized waitlist controlled trial, team members in the Immediate Group demonstrated greater improvement in (a) problem-solving procedures, (b) decision-making practices, and (c) meeting outcomes than did members of PBIS teams in the Waitlist Group. Our findings extend what is known about team-based problem solving and provide a framework for future research and improved practice related to decision making by school teams.
Causal Mediation in Educational Intervention Studies
Author: Roberts, Greg
Date: 2018-08-00
Type: Journal Articles
Subjects: Intervention,Influences,Statistical Analysis,Randomized Controlled Trials,Behavior Modification,Student Behavior,Educational Research,Outcomes of Education,Error of Measurement

Understanding the factors that mediate the effect of educational or behavioral intervention is critical to advancing both research and practice. When properly implemented, mediators add depth to the results of intervention research, indicating why a program works, highlighting ways to enhance its effectiveness, and revealing the elements that are essential to successful implementation. However, many researchers find mediation a difficult topic and struggle to implement it properly in statistical models of effects from between-groups randomized studies. In an effort to bring clarity to the topic of mediation and encourage its use where appropriate, this article lays out the requirements for evidence of a causal-mediated effect. An example of a randomized trial of an intervention targeting self-regulation and student behavior is used to illustrate the process of conceptualizing and testing for mediation of treatment effects. Statistical considerations also are addressed.
Adaptation of Interaction in Web Environments with Educational Content
Author: Çetinkaya, Levent
Date: 2018-00-00
Type: Journal Articles
Subjects: Electronic Learning,Delphi Technique,Educational Principles,Correlation,Content Analysis,Robustness (Statistics),Congruence (Psychology),Interaction,Adoption (Ideas),Media Adaptation,Design Requirements,Educational Environment,Instructional Design,Online Courses,Distance Education,Multimedia Instruction,Multimedia Materials,Questionnaires,Educational Technology,Foreign Countries,Mixed Methods Research

This study, which aims to determine the design principles of interaction adaptation in adaptive online learning environments, was based on a mixed and comparative type of relational screening model. Modified online Delphi method was employed in order to develop the principles and determine the relative importance. Ninety experts participated in the study. Arithmetic mean, first quartile deviation, standard deviation and intraclass coefficient of correlation were utilised to determine the levels of agreement of the experts on the principles. Two hundred and seventy studies which included parameters utilised during the design of interaction were analysed by using content analysis and the robustness of the findings was categorically evaluated, and it was found that experts had almost full agreement on all the 10 principles. Furthermore, the agreement on principles between the observers (intraclass correlation coefficient = 0.903) was found perfect. The obtained principles that indicate the common inclinations both in the literature and of the domain experts should be employed.
Evaluating Programming Self-Efficacy in the Context of Inquiry Skills and Problem-Solving Skills: A Perspective from Teacher Education
Author: Çoklar, Ahmet Naci
Date: 2018-00-00
Type: Journal Articles
Subjects: Self Efficacy,Inquiry,Problem Solving,Skill Analysis,Programming,Information Technology,Computer Science Education,Preservice Teacher Education,Preservice Teachers,Knowledge Level,Pedagogical Content Knowledge,Technological Literacy,Student Teacher Attitudes,Measures (Individuals),Self Concept Measures,Foreign Countries,Statistical Analysis

It is stated that programming skills, which are ever-increasingly becoming crucial nowadays, have an impact on cognitive processes and promote individual's self-efficacy in different ways. It is noted that students with programming skills have the character of problem solving, inquiry and being able to make decisions, which are all requisites of today's education system. The purpose of this research is to examine the programming self-efficacy of Information Technologies and Software teacher candidates, who are trained in the field of programming. In total, 707 students, who are studying in the Department of Computer and Instructional Technologies Education of the Faculty of Education of eight universities in Turkey, participated in this research. The results of the research demonstrate that students' programming self-efficacy is at medium level, whereas high level is observed for their inquiry and problem-solving skills. Also, inquiry skills have a significant impact on their perceived programming self-efficacy; whereas problem-solving skills has not any impact on it.
A Computer-Based Tutor for Learning Energy and Power
Author: Aravind, Vasudeva Rao
Date: 2018-00-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Science Instruction,Energy,Instructional Design,Scaffolding (Teaching Technique),Computer Software,Computer Interfaces,Man Machine Systems,Scientific Concepts,Problem Solving,Power Technology,College Students,Physics

Educating our future citizens in science and engineering is vitally important to ensure future advancement. Presently, in the light of environmental sustainability, it is critical that students learn concepts relating to energy, its consumption and future demands. In this article, we harness the state of the educational technology, namely Intelligent Tutoring System to teach concepts relating to energy and power. We describe the design and implementation of our computer-based tutor to bridge this knowledge and skills gap. We built a responsive tutoring system with Carnegie Mellon University's Cognitive Tutor Authoring Tools that challenges the students with quantitative problems based on energy, provides immediate feedback to student answers and provides need-based, timely help that supports student learning. We explain our research-based design that provides a friendly and welcoming user interface, displays astute and anticipatory software behaviour, and scaffolds student learning through appropriate clues and hints.
Effects of a Graphic Organizer Intervention Package on the Mathematics Word Problem Solving Abilities of Students with Autism Spectrum Disorders
Author: Delisio, Lauren A.
Date: 2018-06-00
Type: Journal Articles
Subjects: Instructional Materials,Word Problems (Mathematics),Problem Solving,Autism,Pervasive Developmental Disorders,Intervention,Instructional Effectiveness,Elementary School Students,Grade 4,Grade 5,Pretests Posttests,Quasiexperimental Design,Statistical Analysis

Many of the top 21st century careers require advanced mathematics skills. However, mathematics is a known area of difficulty for students with disabilities (SWD), as they struggle in this area at a higher rate than peers without disabilities (O'Brien, 2016). Mathematical word problems incorporate comprehension of written language, an area known to pose additional challenges for SWD identified as having autism spectrum disorders (ASD; Smith-Myles, Simpson, &amp; Becker, 1995). The authors describe an intervention involving the K-N-W-S graphic organizer, studied for the first time with the intent of examining its effect on mathematical word problem solving of students with ASD. In addition to the background, methods, and results of the current study, the authors discuss implications and future directions of this research.
Pre-Service Teacher Perceptions and Knowledge Regarding Professional Development: Implications for Teacher Preparation Programs
Author: Peterson-Ahmad, Maria B.
Date: 2018-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Knowledge Level,Preservice Teacher Education,Mixed Methods Research,Professional Development,Special Needs Students,Special Education Teachers,Likert Scales,Delivery Systems,Preferences,Qualitative Research,Questionnaires

This research study discusses results from a mixed-methods study of N=164 pre-service teachers' perceptions of and involvement in professional related activities and organizations related to students with special needs. Results found similarities between special education and general education certification seekers perceptions of beneficial training topics and perceived roadblocks to professional development participation. Since the job-related duties of teachers is vast and attrition rates of highly qualified special education teachers indicate that they leave the classroom at approximately twice the rate of their general education counterparts (Mitchell &amp; Arnold, 2004), suggestions for increased training and professional opportunities are discussed specific to teacher preparation programs.
An Overview of Review Studies on Effectiveness of Major AAC Systems for Individuals with Developmental Disabilities Including Autism
Author: Nam, Sang
Date: 2018-06-00
Type: Journal Articles
Subjects: Augmentative and Alternative Communication,Developmental Disabilities,Autism,Pervasive Developmental Disorders,Educational Research,Research Reports,Program Effectiveness

This paper provides an overview of five review studies that analyzed 92 single subject studies on the effectiveness of major augmentative and alternative communication (AAC) systems for individuals with developmental disabilities including autism. This paper offers recommendations useful for AAC decision-making points. Research on the effectiveness of main communication systems over the last 25 years has yielded mixed and inconsistent results on communication and preference outcomes. The heterogeneity of a large quantity of studies involved various research designs, participants, and multiple components is a major concern with the review studies. It is recommended to conduct more focused syntheses of empirical studies in terms of research designs, target population, and program components.
A Qualitative Examination of the Serviceability of Teaching Practice Modifications Aimed for Special Education Teacher Candidates
Author: Aksoy, Veysel
Date: 2018-06-00
Type: Journal Articles
Subjects: Qualitative Research,Teaching Methods,Special Education Teachers,Special Education,Preservice Teachers,Intellectual Disability,Teacher Education Programs,Foreign Countries,Student Attitudes,Preservice Teacher Education,Developmental Disabilities,Semi Structured Interviews,Video Technology

The process of training special education teacher candidates is an issue that has been widely discussed in literature, yet there is no consensus as to the most effective method. Therefore, it is recommended that methods designed to meet the needs of special education teacher candidates with proven efficiency should be used collectively. This research analyzed the serviceability of the teaching practice process considering its strength and weaknesses based on the views of special education teacher candidates and observations of researchers.
General Education Teachers&apos; Natural Rates of Praise: A Preliminary Investigation
Author: Floress, Margaret T.
Date: 2018-08-00
Type: Journal Articles
Subjects: General Education,Elementary School Teachers,Classroom Techniques,Positive Reinforcement,Observation,Student Behavior,Positive Behavior Supports,Incidence,Statistical Analysis

Many studies have demonstrated that when teachers are trained to increase their use of praise, student misbehavior improves; however, few studies have examined teachers' natural use of praise and no study has examined the relation between teachers' natural use of praise and classroom behavior. The purpose of the current study was to examine general education teachers' natural use of praise in elementary classrooms. One hundred forty direct behavioral observation hours were used to collect praise rates and student behavior across 28 general education classrooms (kindergarten to fifth grade). Across all grade levels, results suggest that teachers' use of praise was low (grade-level mean rates ranging from 0.38 per minute in the fourth grade to 0.75 per minute in kindergarten) and teachers used general praise more frequently than behavior-specific praise (BSP). A significant, negative relation was found between off-task behavior and BSP (r = -0.37, p = 0.05), indicating that teachers who used more BSP tended to have less off-task behavior in their classrooms. Implications for training teachers to increase their use of BSP as a universal strategy are discussed.
Digital Media Behavior of School Students: Abusive Use of the Internet
Author: García-Umaña, Andrés
Date: 2018-07-00
Type: Journal Articles
Subjects: Internet,Correlation,Statistical Analysis,Information Technology,Social Problems,College Students,Factor Analysis,Foreign Countries,Addictive Behavior,Computer Use,Measures (Individuals)

The increase in the use of information technologies encompasses all educational and social issues, even changing intergenerational skills. It is considered that the most conditioned to this effect are adolescents and young people. This research is a literary review of various studies on addiction and Internet abuse and presents relevant results of the situation of college students and their level of Internet use. The study was developed in seven educational units of Ecuador, with a sample of n = 773 students (53.6% men and 46.4% women). An instrument with sufficient validation guarantees (a 0.94) has been applied, verified by means of a factorial analysis of main components, which determined two study factors in the use of the Internet and loss of control and interference with life. Through a statistical treatment (Pearson) a good correlation was established (0,62) between the two study dimensions, which is a concern in the educational field.
Lifelong Learning at Universities: Future Perspectives for Teaching and Learning
Author: Cendon, Eva
Date: 2018-07-00
Type: Journal Articles
Subjects: Lifelong Learning,College Faculty,Teacher Attitudes,Student Attitudes,Electronic Learning,Blended Learning,Teaching Methods,Educational Technology,Qualitative Research,Longitudinal Studies,Student Development,Graduate Students,Learning Strategies,Teaching Styles,Self Esteem,Foreign Countries

This paper examines practices of teaching and learning in the era of digitalization. More specifically, it addresses practices of teaching and learning for students with professional experience who work alongside their studies. Based on the assumption that digitalization is a means of allowing more open and flexible pathways for teaching and learning in higher education, the paper focuses on the perspectives and perceptions of both students and teachers in digital supported teaching and learning environments as forms of blended learning. It brings together findings from two qualitative empirical studies: one focused on students' perspectives of their development over the course of their studies; the second addressed teachers' perspectives and their teaching strategies and activities. Based on the findings of these two research studies, the paper outlines future perspectives for teaching and learning and the role of digitalization, with a particular emphasis on programs of lifelong learning at universities.
The Effect of 8-Week Nordic Hamstring Exercise on Hamstring Quadriceps Ratio and Hamstring Muscle Strength
Author: Aktug, Zait Burak
Date: 2018-00-00
Type: Journal Articles
Subjects: Muscular Strength,Exercise,Team Sports,Athletes,Control Groups,Experimental Groups,Comparative Analysis,Pretests Posttests,Physical Fitness,Tests,Statistical Analysis,Training,Outcomes of Treatment,Risk,Injuries

The aim of the study is to investigate the effect of 8-week Nordic Hamstring (NH) exercise on hamstring/quadriceps ratio (H/Q) and hamstring muscle strength. 22 amateur soccer players participated in the study. Soccer players were divided into two groups: the control group (CG) (n = 11) who only practiced soccer training and the Nordic Hamstring exercise group (NHEG) (n = 11) who performed NH in addition to soccer training. The isokinetic knee muscle strength of the soccer player was measured twice at the beginning of the study and after the 8 week NH exercise. An isokinetic dynamometer was used to determine isokinetic knee strengths of soccer players. The difference between pre-test and post-test results of isokinetic knee muscle strength of soccer players was determined by Wilcoxon test. According to the results obtained, it was found that the H/Q ratio (at 180ºs[superscript -1] and 240ºs[superscript -1] angular velocities) and hamstring muscle strength (60ºs[superscript -1], 180ºs[superscript -1] and 240ºs[superscript -1] angular velocities) increased statistically significantly (p&lt;0.05). As a result, it can be stated that NH exercise is a very important factor in achieving the desired level of H/Q ratio, which is an important factor in increasing sportive performance and thus decreasing the risk of injury as well as increasing hamstring muscle strength.
Comparison of Academic Suspension Levels of Faculty of Sports Sciences Students and Faculty of Education Students
Author: Aydos, Latif
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Physical Education,Preservice Teacher Education,Comparative Analysis,Likert Scales,Statistical Analysis,Scores,Correlation,Gender Differences,Parent Background,Time Management,Age Differences,Educational Attainment

In this study, the academic suspension levels of the students of the Faculty of Sports Sciences students and the Faculty of Education students in terms of age, gender, active sports making, department, graduated high school, mother education level, father education level, mother profession and father occupation variables have been examined. A total of 364 university students studying in the Faculty of Sport Sciences and the Faculty of Education in Gazi University, Hacettepe University and Ankara University were formed the Research group in the academic years 2017-2018. The Academic Suspension Scale developed by Çakici in 2003 was used in the study. It was compared average scores in unrelated measures, Variance Analysis (one-way ANOVA, independent sample t-test) for comparison of mean scores in unrelated measures, the Tukey test to determine which groups had significant differences were used. In addition, a Pearson Correlation analysis was conducted to test the relationship between the particles collected in the single sub-dimension. Findings obtained from this research reveal that the students of Faculty of Sports Sciences showed more academic suspension behaviors than the students of Faculty of Education.