ethanporcaro/eric-fulltext-meta huggingface dataset:
The Effect of a Flipped Classroom on Students&apos; Achievements, Academic Engagement and Satisfaction Levels
Author: Talan, Tarik
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Blended Learning,Academic Achievement,Learner Engagement,Student Satisfaction,Synchronous Communication,Instructional Effectiveness,Electronic Learning,Teacher Education,Public Colleges,Preservice Teachers

In this study, a flipped classroom was compared with blended learning and face-to-face learning environments and the aim was to identify the effect of these learning environments on students' achievements, academic engagement and satisfaction levels. Based on this aim, one control and two experimental groups were formed. The students in Experiment-I learned the theoretical aspect of the course through the materials in the online learning environment which were prepared prior to the class study time in context with the &quot;flipped classroom&quot;. The students in Experiment-II learned the theoretical aspect of the course in the classroom in accordance with the blended learning model and fulfilled active learning activities out of class study time. The students in the control group learned the theoretical aspect of the course in the classroom according to the current curriculum and conducted active learning activities at their homes. It was found that the scores for the students in the experimental groups with regard to academic achievement and engagement were higher than the scores for those in the control group and the differences between the groups were statistically significant. It was revealed that the students were also generally satisfied with the flipped classroom.
Identifying Fraction Measures as Screeners of Mathematics Risk Status
Author: Rodrigues, Jessica
Date: 2019-00-00
Type: Journal Articles
Subjects: Fractions,Screening Tests,At Risk Students,Elementary School Students,Accuracy,Grade 4,Grade 5,Grade 6,Mathematics Achievement,Identification,Common Core State Standards,Achievement Tests,Arithmetic,Mathematical Concepts,Learning Problems

This study investigated the accuracy of three fraction measures (i.e., fraction number line estimation accuracy, general fraction concepts, and fraction arithmetic) for screening fourth graders who might be at risk for mathematics difficulties. Receiver operating characteristic (ROC) curve analyses assessed diagnostic accuracy of the fraction measures for predicting which students would not meet state standards on the state mathematics test in fourth grade (n = 411), fifth grade (n = 362), and sixth grade (n = 304). A combined measure consisting primarily of fraction number line estimation items and general fraction concept items was the most accurate screener of risk status in fourth, fifth, and sixth grades (area under the curve [AUC] = 0.84, 0.81, and 0.85, respectively). To maximize efficiency for classroom use, the length of the combined screener was reduced using best subset automatic linear modeling. The study highlights the importance of fraction knowledge for predicting mathematics achievement more generally and validates an effective and practical screening tool for the intermediate grades.
The Utilitarian vs. Hedonic Teacher Acceptance of ICT Use
Author: Limone, Pierpaolo
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Teacher Attitudes,Technology Integration,Faculty Development,Teaching Experience,Value Judgment,Intention,Teacher Motivation,Teaching Methods,Predictor Variables,Elementary Secondary Education

This research examined which teachers' cognitive and motivational factors, i.e., constructivist beliefs, intrinsic and extrinsic motivation, perceived ease of use and behavioral intention, fostered an effective and satisfactory integration of technology into educational practices. 374 Italian teachers (M[subscript Age] = 38.69, SD = 5.30; F = 198) attending a training course in ICT were divided into two groups: the first with less than 20 years of teaching experience, the second with more than 21 years. Participants completed a battery of questionnaires that comprised a socio-anagraphic section, the Teacher's Beliefs Scale-Constructivist Teaching, the Intrinsic Motivation-Computer Enjoyment Scale, the Extrinsic Motivation-Perceived Usefulness, the Perceived Ease of Use Scale, the Behavioural Intention to Use Computer Scale, the ICT Class Use Scale. Descriptive and causal analyses (correlation and stepwise regression) were applied to the data. Results showed differences between the groups in the scores of Perceived usefulness and Behavioral intention to use computer. Bivariate associations with Classroom use of technology were strong and positive. Moreover, teachers' Beliefs were strongly related to all motivational factors. Model 5 of regression analysis explained 46.9% of the variance in ICT Class use and indicated the highest value of Perceived enjoyment, thus highlighting the teachers' hedonic-oriented motivation.
A/r/tographic Remembering of My Ideological Becoming in the Ukrainian USSR: Learning, Compulsory Schooling, and the Search for Dialogic Pedagogy through the Visual Poetics in Early Years Classroom
Author: Shugurova, Olga
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Educational History,Compulsory Education,Social Systems,Politics of Education,Ideology,Visual Arts,Poetry,Journal Writing,Creativity,Self Concept

In this creative article, the reader is invited into an a/r/tographic chronotope, through which the author remembers her learning and schooling experiences in the Ukrainian USSR. The purpose of remembering is to render an elusive meaning of dialogic pedagogy in the soviet compulsory schooling with a focus on the child's lived experience of learning in the historical context of intergenerational socialist oppression. The visual and poetic a/r/tography reveals the learner's ideological becoming through her rare encounters with dialogic pedagogy as the ontological event of self-consciousness, creative authorship, and agency.
Computer-Adaptive Reading to Improve Reading Achievement among Third-Grade Students at Risk for Reading Failure
Author: Sutter, Claudia C.
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Reading Instruction,Reading Achievement,Grade 3,Elementary School Students,Reading Difficulties,At Risk Students,Reading Skills,Program Effectiveness,Gender Differences,Socioeconomic Status,Family Environment,Achievement Gains

An essential goal of educational instruction is to ensure that all students become competent readers. To support students in becoming qualified readers, teachers need to identify struggling students and implement adequate curriculum programs. This study examined the effects of a computer-adaptive reading program on third-grade students' reading achievement, accounting for their achievement level, their usage of computer-adaptive reading program, gender, and free and reduced lunch eligibility. Results indicated that students in the lowest academic level (below the 20th percentile; n = 5,042, 65.6% eligible for free and reduced lunch) and in the greatest need of intensive reading instruction evidenced greater gains than those above the 20th percentile (n = 17,920, 47.4% eligible for free and reduced lunch), exceeding normed expectations. On average, the achievement gap for students in the lowest academic level remained evident. The study provided evidence regarding the benefits of computer-adaptive environments to narrow achievement inequalities and increase opportunities for students who are at the greatest risk of reading failure.
Developing Inclusive Youth: How to Reduce Social Exclusion and Foster Equality and Equity in Childhood
Author: Killen, Melanie
Date: 2019-00-00
Type: Journal Articles
Subjects: Inclusion,Social Development,Bias,Social Justice,Elementary School Curriculum,Emotional Development,Stereotypes,Moral Development,Friendship,School Role,Group Dynamics,Teacher Student Relationship,Children,Intervention,Discussion (Teaching Technique),Social Discrimination

In the past two decades, psychologists, educators, and economists have shown that social stratification creates social inequalities that have long-term detrimental effects on children's physical, emotional, and academic development. The segregation of social networks, as well as experiences of social inequality in the form of prejudice and bias, contributes to negative developmental outcomes for children over and above unequal access to material resources. Unfortunately, hate and bias crimes have increased significantly over the past decade, turning the clock back on progress toward just and fair treatment of individuals. According to the Southern Poverty Law Center, K-12 schools are the most cited locations for discrimination and bias-related harassment. Most commonly, children discriminate against and harass other children because of their race/ethnicity, gender, immigration status, or religion. These reports are consistent with extensive developmental research that has shown that children are both the recipients and perpetrators of prejudicial attitudes. The author, a researcher of children's social and moral development explains how teachers can lead discussions about bias and promote intergroup friendships to reduce prejudice.
Assessing--and Interrupting--Intolerance at School
Author: Costello, Maureen
Date: 2019-00-00
Type: Journal Articles
Subjects: Antisocial Behavior,Social Bias,Racial Bias,Jews,Social Discrimination,African American Students,Hispanic American Students,Immigrants,LGBTQ People,Muslims,Incidence,Secondary School Students,Bullying,Prevention

In a recent report, &quot;Hate at School,&quot; from which this article is excerpted, the authors identified 821 school-based incidents that were reported in the media in 2018. By comparison, the K-12 educators who responded to a new questionnaire reported 3,265 such incidents in the fall of 2018 alone. Findings included the following: (1) More than two-thirds of the 2,776 educators who responded to the questionnaire witnessed a hate or bias incident in their school during the fall of 2018; (2) Fewer than 5 percent of the incidents witnessed by educators were reported in the news media; (3) Racism appears to be the motivation behind most hate and bias incidents in school, accounting for 63 percent of incidents reported in the news and 33 percent of incidents reported by teachers; (4) Of the incidents reported by educators, those involving racism and anti-Semitism were the most likely to be reported in the news media; anti-Latinx and anti-LGBTQ incidents were the least likely; and (5) Most of the hate and bias incidents witnessed by educators were not addressed by school leaders. No one was disciplined in 57 percent of them. Nine times out of 10, administrators failed to denounce the bias or reaffirm school values. This article provides suggestions for specific steps every American can take to turn things around and make our schools and communities safe and more accepting and to reject hatred and division.
Traditional versus Interactive Teaching: Out with the Old, in with the New?
Author: Miles, Paula J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Conventional Instruction,Computer Assisted Instruction,Teaching Styles,Educational Change,Educational Benefits,Undergraduate Students,College Faculty,Instructional Effectiveness,Teaching Methods

Interactive teaching environments help students transition from a 'consumer' of information to a generator of knowledge and help to create an educational setting that inspires and supports student engagement, while developing high-order skills and a deeper level of knowledge and understanding. To develop an interactive teaching condition, the author utilised the 'Citizen Scientist' approach. Citizen Science is defined as, 'scientific activities in which non-professional scientists volunteer to participate in data collection, analysis and dissemination of a scientific project.' The author hypothesised that this approach would be beneficial in a tertiary education setting with undergraduate students serving as the Citizen Scientists. In order to advance an understanding of the benefits of interactive teaching and to shape her own teaching practice using an evidence base, the author employed a repeated-measures counterbalanced mixed design to assess and compare the Traditional and Citizen Science teaching approaches. The author's results show that sometimes teachers simply cannot predict the success of a teaching practice, no matter the teaching experience they may have, nor the body of literature that may exist on the topic. The findings show that students are unlikely to be disadvantaged by the teaching style adopted. This gives teachers the scope to choose the style that they feel most confident using or to consider using a mix of the two approaches within their teaching.
Teaching Scientific Thinking Using Recent Archival Revelations about the Stanford Prison Experiment
Author: Griggs, Richard A.
Date: 2019-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Methods,Science Process Skills,Scientific Methodology,Social Psychology,Introductory Courses,Correctional Institutions,Criticism,Archives,Institutionalized Persons,Experiments,Textbooks,Social Science Research,Research Problems

Although the Stanford Prison Experiment (SPE) has been challenged on methodological, theoretical, and ethical grounds, these criticisms have been largely ignored by teachers and textbook authors. Recent revelations arising from an analysis of the SPE archival materials, however, not only strongly support these past criticisms but also question the scientific validity of the SPE and the accuracy of Zimbardo's published and media accounts of it. These revelations have led some psychologists to call for the removal of SPE coverage in psychology courses and textbooks. We agree with this call but recommend that coverage of the SPE in light of the archival revelations replace it in order to teach psychology students about science and scientific thinking, critical elements in the psychology curriculum. We provide examples of how this can be done to teach the critical role of falsification in science and the negative influence of careerism on scientific research.
Teaching Reproducible Research: Brief Report on a DART-P Workshop
Author: Gardner, Mark
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Workshops,Foreign Countries,Research Training,Psychology,Replication (Evaluation)

Concerns about the reproducibility of research findings has prompted re-examination of 'questionable research practices' commonplace in traditional psychological science. Consequently, the way that researchers conduct, analyse, and report psychological findings is changing. Many psychology educators are less familiar with recent methodological developments, having been trained according to the traditional paradigm. Consequently, the DART-P committee selected the teaching of reproducible research as the topic of the CPD workshop offered in 2018-2019. A workshop on 'Teaching Reproducible Research' took place at the BPS London offices in November 2018. This participatory workshop blended presentations with structured 'hands on' activities. This approach was designed to offer professional updating and draw upon the considerable expertise in psychology education among the delegates. The workshop was attended by 23 delegates based at a range of settings including: a school, an academic publisher and 14 universities. This article discusses the presentations that took place at the workshop, as well as the activities and feedback of the participants who attended the workshop.
Preparing Catholic Educators to Educate and Evangelize in 21st Century Schools, Action Research of an Analysis of Educator Preparation Program Requirements Including Professional and Pedagogical, Relational, Formational and Evangelistic Education for P-16 Students (PROFEss)
Author: McVey, Mary K.
Date: 2019-00-00
Type: Journal Articles
Subjects: Catholic Schools,Teacher Education Programs,Elementary Secondary Education,Postsecondary Education,Higher Education,Catholics,Religious Education,Knowledge Level,Professional Development,Identification (Psychology),Religious Factors,Curriculum,Best Practices,Educational Philosophy,Values,Moral Development,Beliefs

It is critical that educators have explicit opportunities to understand and apply Catholic Social Teaching in both educating, forming, and evangelizing PK-16 students. To enhance Catholic identity in the school environment, this action research study describes a model developed to assist school leaders and educators in reflecting upon the dimensions and application of Catholic teaching on education. Specifically, the study addresses the question: what opportunities could enhance school leaders' and educators' knowledge related to the pedagogical and professional, relational, formational and evangelistic education (PROFEss) dimensions of learning. Knowledge of these (PROFEss) dimensions afford educators and school leaders the ability to articulate and implement their Catholic identity in myriads of school types, including private, public, virtual, and homeschool environments.
Why Does Collaborative Learning Not Always Work Even When the Appropriate Tools Are Available?
Author: Appavoo, Perienen
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Cooperative Learning,Open Education,Distance Education,Open Universities,Adult Students,Student Adjustment,Interpersonal Relationship,Student Satisfaction,Tutors,Preferences,Online Courses,Computer Mediated Communication,Electronic Mail,Meetings,Electronic Learning,Educational Benefits,Barriers

Today, more and more working adults are opting for the Open Distance Learning (ODL) mode to pursue their tertiary studies as it offers them the flexibility to study anywhere, any time and at one's own pace. But studying at a distance can be problematic for many learners, with the absence of regular traditional face-to-face sessions. Some find it difficult to adapt to this new learning environment and become easily isolated. Collaborative Learning (CL) can help overcome this isolation and boost learning performance. To investigate the implications of CL in the ODL environment, a study was conducted with 155 learners at the Open University of Mauritius. The study revealed that at least one third of the respondents were not participating in CL and were thus missing on the benefits of &quot;learning together&quot;. The others had adopted CL to understand the course content, discuss assignments and get better marks. This study also showed that tutors' role was vital in encouraging learners delve in CL. Respondents deplored the lack of appropriate infrastructure and meeting places to hold CL meetings. They also reported lack of awareness of the benefits of CL and difficulty in finding time due to family and professional commitment as some of the obstacles to CL.
A Model Proposal for the Evaluation of Chemistry Education in the Context of Learning Environment
Author: Yüksel, Mehmet
Date: 2019-00-00
Type: Journal Articles
Subjects: Chemistry,Science Education,Educational Environment,Grade 9,Teacher Attitudes,Science Teachers,High School Students,Foreign Countries,Public Schools,Educational Innovation,Relevance (Education),Competition,Student Participation,Teacher Student Relationship,Models

The aim of this study was conducted to evaluate chemistry education in the context of the elements that form the learning environment. The weights of learning environment components were determined by Analytic Hierarchy Process. The significance levels of learning environment dimensions were also calculated. According to the findings of the study, the order of the relative weights of personal interest was found as the highest weighted component. Among the components of the learning environment, the second-order weight is competition, participation in the third place, teacher support in the fourth and innovation in the last component. In addition, the global weights of sub-component was calculated. The evaluations study was conducted to evaluate the 9th grade chemistry course learning environment based on the opinion of the teacher who works as the head of chemistry course in a high school in Ankara were indicated that 61.8% of the chemistry course in the research has a medium learning level.
Evaluation of Body Composition and Quality of Life of University Students
Author: Sahin, Suleyman
Date: 2019-00-00
Type: Journal Articles
Subjects: Body Composition,Quality of Life,College Students,Physical Activity Level,Gender Differences,Social Life,Foreign Countries

The aim of this study is to evaluate the physical activity levels and the quality of life of the university students. In this purpose, the SF-36 life quality scale was used to examine the quality of life of the participants and physical activity levels were also determined through IPAQ. One-way ANOVA was used to compare the quality of life based on the physical activity levels of the participants. Moreover, the Bonferroni Correction were used to determine which physical activity level causes the difference by keeping the type I error rate fixed at 0.05. Statistically significant results were observed between social function and physical activity levels for the female group. In addition, statistically significant results were found between vitality and physical activity levels for the male group. The results show that there is a significant relationship between physical activity and quality of life. The individuals who feel more fit and social tend to have an active life. Given that it is crucial to intensify the studies on this topic for university students to encourage them for taking up regular physical activity as a part of life style.
Evaluation of the Effects of Core-Quick Strength and Core-Plyometric Studies on Balance, Agility and Strength Traits of Volleyball Players
Author: Devrim, Ugur
Date: 2019-00-00
Type: Journal Articles
Subjects: Team Sports,Athletes,Females,Psychomotor Skills,Human Body,Physical Education,Instructional Effectiveness

The aim of this study is to investigate the effects and differences of two different strength training models on balance, agility and strength traits of volleyball players. 45 female athletes aged 12.08 ± 0.82 who played volleyball in a private club participated in the study. The athletes who participated in the study were divided into three groups as core-plyometric (KRP) (n=15), corequick strength (KRC) (n=15) and control (KNL) (n=15) groups. Within the scope of the study, KRP group performed plyometric training after core training and KRC group performed quick strength training after core training. The KNL group continued their volleyball training The trainings were conducted 2 days a week for 8 weeks. Height, weight, BMI, t-test, standing long jump test, flamingo balance test and throw-in test were applied to all three groups before and after the study. The data obtained in the pre and post test were evaluated with a statistics package program and the significance level was determined as p&lt;0.05. The One-Way ANOVA test and Paired-Samples t-test were used for statistical analysis. As a result, a significant difference was found in the standing long jump test in all three groups (p &lt;0.05). Throw-in and flamingo balance tests showed a significant difference in the KRP and KRC groups (p&lt;0,01), but not in the KNL group (p&gt;0,05). T-test showed significant difference in KRP and KRC groups (p&lt;0.05), but no significant difference was found in KNL group (p&gt;0,05). When the differences between the groups were examined,no significant differences were found between the averages as a result of height, standing long jump, throw-in and flamingo balance tests (p&gt;0.05),and the KRC group showed significantly more improvement than the KNL group in the t-test.