ethanporcaro/eric-fulltext-meta huggingface dataset:
Universal Design for Learning: The More, the Better?
Author: Roski, Marvin
Date: 2021-00-00
Type: Journal Articles
Subjects: Access to Education,Epistemology,Beliefs,Inclusion,Science Education,Foreign Countries,Educational Assessment,Questionnaires

An experimental study investigated the effects of applying principles of the Universal Design for Learning (UDL). Focusing on epistemic beliefs (EBs) in inclusive science classes, we compared four groups who worked with learning environments based more or less on UDL principles and filled out an original version of a widely used EBs questionnaire or an adapted version using the Universal Design for Assessment (UDA). Based on measurement invariance analyses, a multiple indicator, and multiple cause (MIMIC) approach as well as multi-group panel models, the results do not support an outperformance of the extensive UDL environment. Moreover, the UDA-based questionnaire appears to be more adequately suited for detecting learning gains in an inclusive setting. The results emphasize how important it is to carefully adopt and introduce the UDL principles for learning and to care about test accessibility when conducting quantitative research in inclusive settings.
Redesigning Mathematical Curriculum for Blended Learning
Author: Stahl, Gerry
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Development,Mathematics Curriculum,Blended Learning,Cooperative Learning,Geometry,Educational Technology,Electronic Learning,COVID-19,Pandemics

The Coronavirus pandemic has thrown public schooling into crisis, trying to juggle shifting instructional modes: classrooms, online, home-schooling, student pods, hybrid and blends of these. This poses an urgent need to redesign curriculum using available technology to implement approaches that incorporate the findings of the learning sciences, including the emphasis on collaborative learning, computer mediation, student discourse and embodied feedback. This paper proposes a model of such learning, illustrated using existing dynamic-geometry technology to translate Euclidean geometry study into collaborative learning by student pods. The technology allows teachers and students to interact with the same material in multiple modes, so that blended approaches can be flexibly adapted to students with diverse preferred learning approaches or needs and structured into parallel or successive phases of blended learning. The technology can be used by online students, co-located small groups and school classrooms, with teachers and students having shared access to materials and to student work across interaction modes.
An Investigation of Pre-Service English Language Teachers&apos; Self-Efficacy Beliefs
Author: Balci, Özgül
Date: 2019-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Language Teachers,English (Second Language),Self Efficacy,Classroom Techniques,Learner Engagement,Educational Strategies,Instructional Program Divisions,Public Colleges,Self Concept Measures,Occupational Tests,Teacher Selection,Foreign Countries

The purpose of this study was to investigate pre-service English as a foreign language (EFL) teachers' self-efficacy beliefs. The research was a descriptive study based on survey model. A total of 291 freshman, sophomore, junior and senior students studying at a state university in Turkey during the fall semester of the academic year 2018-2019 participated in the study. Teachers' Sense of Efficacy Scale (TSES), which was originally developed by Tschannen-Moran &amp; Woolfolk Hoy (2001) and adapted into Turkish by Çapa, Çakiroglu, and Sarikaya (2005) was used to determine pre-service EFL teachers' self-efficacy beliefs. The self-efficacy beliefs were analyzed by descriptive statistics. Differences in participants' self-efficacy perceptions by class level were analyzed by one-way ANOVA. The Tukey multiple comparison test was used to determine significant differences among the different class levels. Research results revealed that pre-service EFL teachers had relatively high-level teacher self-efficacy perceptions in general and for classroom management, student engagement and instructional strategies subscales. Also, it was found that juniors had significantly higher scores than sophomores in both total scale and student engagement subscale. Total and subscale scores at other class levels did not differ significantly. It was suggested that pre-service EFL teachers' self-efficacy perceptions should be considered with greater attention in the ELT program at the university and special efforts are required to strengthen seniors' self-efficacy perceptions.
Youth and Youth Education Activities in Konya Metropolitan Municipality
Author: Küçüktigli, Mücahit Sami
Date: 2019-06-00
Type: Journal Articles
Subjects: Youth Programs,Adolescents,Young Adults,College Students,Public Relations,Local Government,Values Education,Science Education,Vocational Education,Athletics,Positive Attitudes,Municipalities,Community Services,Foreign Countries

Public relations activities are carried out by local governments with different headings and message channels. While cultural studies are a channel between the municipality and the public, another channel is education, especially youth education. Especially for years between 2011 and 2018 youth education, culture and public relations activities carried out by the municipality of Konya, are among the best in Turkey. The youth education activities carried out within the framework of public relations activities by the Municipality of Konya, which is a local government institution, and a youth survey conducted with five thousand university students in this context are being mentioned in this article. With a young population of over 13 million, Turkey has a dynamic structure when it is compared to many developed countries. The reason for Turkey's sustainable growth momentum in recent years is not only dependent on the stability of economic, political and diplomatic relations; but also closely related to place a particular importance to the youth and their roles as well. It is very important for young people to have a living space that is appropriate for the requirements of the time and place they live in, both in terms of meeting their personal development at the highest level and in accessing the equipment that can compete with their peers in the external world (Kizilkaya, et al, 2013: p.230). Local governments have played the most important role in the constitution and implementation of youth policies. Because of being the closest institutions to the public, when it is compared to other local administrations, municipalities come foremost. Within the scope of cultural municipality, various projects have started to be organized for the youth. The construction of cultural centers and youth centers, the establishment of youth assemblies and the provision of youth services have grown and gained momentum. After 2004, fundamental changes have started in local governments and as a result many services have been provided in various fields. Among these activities, youth services have a very important position. In this study, the activities of Konya Metropolitan Municipality under the title of &quot;youth&quot; and within the scope of these activities, a quantitative (meaning analysis) research with the youth in Konya Province will be interpreted.
An Examination of Student Preference for Traditional Didactic or Chunking Teaching Strategies in an Online Learning Environment
Author: Humphries, Brendan
Date: 2021-00-00
Type: Journal Articles
Subjects: Preferences,Student Attitudes,Teaching Methods,Web Based Instruction,Electronic Learning,College Freshmen,Video Technology,Information Literacy,Integrated Learning Systems

This research examined first year undergraduate tertiary student preferences for different online video playback options by comparing a didactic long lecture recording versus a series of topical 'chunked' videos of identical learning material in an information literacy unit. Student preference was determined by student unique download choice of streaming video lecture material, cumulative visits and percent completion of viewing of lecture videos. De-identified click-stream data for 1268 university students across two academic years 2016 (n = 647) and 2017 (n = 621) were pooled to examine student preference. The major findings indicated a significant preference for chunk-style videos between 3 and 17 min duration when compared to traditional long-view didactic lecture materials. Results also highlighted an increase in unique views (60%-67%), cumulative visits (54%-67%) and percentage completions (25%) of chunked videos compared to didactic lectures (60 min). Additionally, student total viewing of the unit information influenced the final grade for the unit. Student preference and success were in favour of the smaller chunk-style lectures, which may also improve student attention, assist with time management to complete the materials and increase unit engagement. The overall findings of this research re-enforce the value of student-centric learning design in university education settings.
Improving Student and Faculty Communication: The Impact of Texting and Electronic Feedback on Building Relationships and the Perception of Care
Author: Carr, Jennie M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Telecommunications,Asynchronous Communication,Handheld Devices,Caring,College Students,Computer Mediated Communication,Feedback (Response),Role,College Faculty

Students perceive care as a quality of highly effective faculty, and building positive relationships is essential to a successful college experience. However, many college students report never having developed caring relationships with faculty. We propose faculty have an opportunity to use technology to help build caring relationships in an effort to improve overall academic success. The majority of research on student-faculty interaction has primarily focused on determining what kinds of interactions students have with faculty. The aim of this study was to explore students' perceptions of care and the role safe texting and electronic feedback played in building student-faculty relationships. A mixed-methods approach was used with college student participants (n = 307) to answer the following research questions: (1) What actions by faculty constitute &quot;caring&quot;? (2) What role does technology play in students feeling &quot;cared for&quot;? The findings indicate that safe texting platforms and electronic feedback had a positive impact by increasing accessibility and direct contact.
Long-Term Effectiveness of Immersive VR Simulations in Undergraduate Science Learning: Lessons from a Media-Comparison Study
Author: Pande, Prajakt
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Biology,Environmental Education,Computer Simulation,Science Laboratories,Field Trips,Video Technology,Educational Technology,Undergraduate Students,Positive Attitudes,Self Efficacy,Student Motivation,Retention (Psychology),Foreign Countries,Longitudinal Studies

Our main goal was to investigate if and how using multiple immersive virtual reality (iVR) simulations and their video playback, in a science course, affects student learning over time. We conducted a longitudinal study, in ecological settings, at an undergraduate field-course on three topics in environmental biology. Twenty-eight undergraduates were randomly assigned to either an iVR-interaction group or a video-viewing group. During the field-course, the iVR group interacted with a head-mounted device-based iVR simulation related to each topic (i.e. total three interventions), while the video group watched a pre-recorded video of the respective simulation on a laptop. Cognitive and affective data were collected through the following checkpoints: a pre-test before the first intervention, one topic-specific post-test immediately after each intervention, a final post-test towards the end of the course, and a longitudinal post-test deployed approximately 2 months after the course. Through a descriptive analysis, it was found that student performance on the knowledge tests increased considerably over time for the iVR group but remained unchanged for the video group. While no within- or between-group differences were noted for intrinsic motivation and self-efficacy measures, students in the iVR group enjoyed all the simulations, and perceived themselves to benefit from those simulations.
Measuring the Correlation between Digital Media Usage and Students&apos; Perceived Writing Ability: Are They Related?
Author: Parrella, Jean
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Social Media,Telecommunications,Time Management,Computer Use,Writing Skills,Self Efficacy,College Seniors,Graduate Students,State Universities,Writing for Publication,Audience Awareness

The purpose of our correlational, quantitative study was to determine if time spent using digital media (i.e. text messaging and social media) influences students' media writing self-perceptions (MWSPs). We measured students' perceived writing ability using the MWSP scale and their time spent using digital media with the social networking time use scale (SONTUS). Correlations between students' MWSP scores and SONTUS scores were statistically insignificant, suggesting that time spent using digital media does not negatively influence their perceived writing abilities. However, results from further analyses indicated that as students' social media use increased, so did their ability to recognise the difference between writing for social media and writing for professional publications. We also found that the more students text the more they use social media and vice versa. We present directions for future research and practice.
Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 Lockdown
Author: Lawrence, Kehinde Clement
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Participation,Online Courses,Adolescents,COVID-19,Pandemics,School Closing,Student Attitudes,Academic Persistence,Foreign Countries,Educational Technology,Technology Uses in Education,Student Participation,Secondary School Students,Student Characteristics,Student Behavior

During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the low- and middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R[superscript 2] = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% ([beta] = 0.322, p &lt; 0.05) and learning participation contributed 23% ([beta] = 0.234, p &lt; 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.
Chaos and Instability from Birth to Age Three
Author: Doan, Stacey N.
Date: 2020-00-00
Type: Journal Articles
Subjects: At Risk Persons,Young Children,Environmental Influences,Child Development,Family Environment,Public Policy,Low Income Groups,Parenting Styles,Parent Influence,Infants,Mothers,Parent Child Relationship,Attachment Behavior,Toddlers,Psychological Patterns,Family Structure,Predictor Variables,Change,Housing,Child Care,Stress Variables,Acoustics,Welfare Services,Early Intervention

Many children, especially those from lower-income families, face considerable instability early in their lives. This may include changes in family structure, irregular family routines, frequent moves, fluctuating daycare arrangements, and noisy, crowded, or generally chaotic environments. Moreover, instability and chaos affect young children's development both directly and, via their parents' and other caregivers' exposure to it, indirectly. Unstable, chaotic environments make it more difficult for children to acquire self-regulatory skills, including self-control and planning, that help them manage their emotions and behaviors, write Stacey Doan and Gary Evans. And when caregivers themselves confront unpredictable events and unreliable circumstances that strain their own adaptive capacities, their ability to provide sensitive, nurturing care may be compromised. In this article, Doan and Evans show us how social and physical chaos can influence early child development. They focus not only on micro-level factors in families and their immediate surroundings, but also on macro-level processes such as public policy. For example, social safety net programs that are designed to help families from disadvantaged backgrounds can sometimes inadvertently increase the instability and chaos in children's lives. The authors suggest how such programs could be redesigned to decrease rather than exacerbate instability. They also review promising interventions such as parenting programs that may help to reduce instability in children's home lives.
Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants
Author: Kivirand, Tiina
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Development,Program Implementation,Inservice Teacher Education,Inclusion,Foreign Countries,Teacher Attitudes,Elementary Secondary Education,Cooperative Learning

Significant and effective implementation of inclusive education (IE) has been a major challenge in many countries during the last decades. Although teachers' knowledge and skills are considered a key factor for successful inclusive practice, the whole school staff commitment and contribution to implementing IE policies are equally important. Collaboration between different professionals such as teachers, school leaders, and support specialists is crucial. This study aimed to design and implement an in-service training course for school teams (teachers, support specialists, school leaders) on IE in the Estonian context and to explore how participants experienced learning as a team in this course. The results of this study showed that the main aspects of the in-service training for school teams valued by participants were: (1) All topics covered in a systematic and coherent way gave a good opportunity to focus on relevant issues, which should be considered in the schools' self-development activities in the field of IE; (2) practical approach to training structure helped to identify priority areas that need to be developed in particular schools; (3) learning from each other both within their own school team and across school teams contributed to finding the best solutions for meaningful implementation of IE. The implication of these findings is further discussed in the paper.
Early Childhood Science Education from 0 to 6: A Literature Review
Author: O'Connor, Gillian
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Education,Preschool Education,Scientific Concepts,Concept Formation,Infants,Toddlers,Preschool Children,Educational Research,Teaching Methods,Teacher Characteristics,Teacher Role,Individual Differences,Age Differences

Over the past three decades, our understanding of science learning in early childhood has improved exponentially and today we have a strong empirically based understanding of science experiences for children aged three to six years. However, our understanding of science learning as it occurs for children from birth to three years, is limited. We do not know enough about how scientific thinking develops across the first years of life. Identifying what we do know about science experiences for our youngest learners within the birth to three period specifically, is critical. This paper reviews the literature, and for the first time includes children in the birth to three period. The results are contextualised through a broader review of early childhood science education for children aged from birth to six years. Findings illustrated that the empirical research on science concept formation in the early years, has focused primarily, on children aged three to six years. The tendency of research to examine the process of concept formation in the birth to three period is also highlighted. A lack of empirical understanding of science concept formation in children from birth to three is evident. The eminent need for research in science in infancy--toddlerhood is highlighted.
Female English Teachers Perceptions and Experience of Continuing Professional Development in Qatar
Author: Qadhi, Saba
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Second Language Instruction,English (Second Language),Women Faculty,Teacher Attitudes,Professional Continuing Education,Teaching Experience,Faculty Development,Teacher Motivation,Peer Teaching,Collegiality,Reflective Teaching

The Qatari government views English language learning as crucial to the country's future success. Anecdotal evidence suggests, however, that English language teachers (ELTs) employed in Qatar may not necessarily have the appropriate training, qualifications, and experience to enable them to teach successfully. Despite growing research and interest in the continuing professional development (CPD) experiences and needs of ELTs in Western contexts, there remains a lack of research in Middle Eastern countries in general and in Qatar in particular. The aim of this study was to address this gap by exploring female ELTs' perceptions and experiences of CPD in Qatar in order to develop new practical and theoretical insights into our understanding of this area. The study draws on data from life history interviews undertaken with 16 female ELTs with at least 3 years of teaching experience in Qatari schools. The study found that the participants had very different experiences of CPD based on their personal and professional characteristics. This suggests that for it to be perceived as a positive experience, the current model of professional development for ELTs may need revising. We propose a paradigm shift from a traditional &quot;one size fits all&quot; CPD model towards a more dynamic and interactive style of teacher development that facilitates both personal reflection and professional discourse among teachers. It is argued that such a shift would prove a considerable step forward for English language teaching in this country.