ethanporcaro/eric-fulltext-meta huggingface dataset:
The Efficacy of Interventions on Pupil Attainment in GCSE Mathematics
Author: Leech, Catherine
Date: 2019-00-00
Type: Journal Articles
Subjects: Intervention,Program Effectiveness,Educational Attainment,Exit Examinations,Mathematics Instruction,Teaching Load,Secondary School Students,Foreign Countries,Teaching Methods,Tutorial Programs,After School Education,Summer Programs,Cooperative Learning,Homework

This project seeks to answer the question of which intervention practices are most effective for raising the academic attainment of GCSE maths pupils in England. The findings will have the potential to alleviate teacher workload and to raise pupil attainment by refining the intervention schemes employed in schools. The results will therefore also be useful to school policy makers as they plan their investment in interventions as well as teacher educators and their students in noting the importance of addressing pupil needs immediately and reflecting on their practice to assess its efficacy. The research was undertaken in a secondary school in the North West of England, following the progress of 185 pupils in year 11 from the beginning of the year to the end of the course through a series of mock exams in line with school practice. This was then refined to a group of 65 pupils who were all taught by the same teacher to reduce the impact of the teacher as a variable. The intervention schemes in question are: form time support sessions, one-to-one tutorials, after school sessions, holiday classes and a past paper programme. The project took a positivist approach, using effect size (a standardised measure of a pupil's improvement compared to the average score and standard deviation) to identify the efficacy of each scheme. Overall it was found that no single intervention scheme was successful on its own and it is not sustainable in terms of the investment of teacher resources to continue to provide all programmes to all pupils. A possible solution could be to employ a mastery focussed syllabus that ensures all pupils are confident and competent in basic skills from the very start of secondary education, thus removing the need for extensive, last minute intervention schemes.
The Black (W)hole: Examining Institutional Racism in Doctoral Education, an OrgCrit Perspective
Author: Nagbe, Mariama N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Racial Bias,Doctoral Students,Racial Composition,Student Experience,Researchers,Educational Environment,Coping,Barriers,Educational Practices,Socialization

Centering the role of institutional racism within graduate education remains an understudied topic in existing literature on Black doctoral student socialization experiences at Predominantly White Institutions (PWI). This leaves us with a void of sorts--or a Black (w)hole--whereby numerous studies acknowledge challenges within the collective Black doctoral student experience, yet, a hole (or void) exists within our understanding of how researchers interpret institutional racism at the center of their scholarly inquiry. Thus, this systematic literature review applied a critical organizational theory perspective to examine how higher education scholars grappled with the issue of institutional racism within their studies on Black doctoral students at PWIs.
The Córdoba Reform Movement of 1918 and Ecological Systems Theory
Author: Patterson, Ryan
Date: 2019-00-00
Type: Journal Articles
Subjects: Universities,Educational Change,Educational History,Academic Freedom,Institutional Autonomy,Systems Approach,Activism,Educational Experience,Barriers,Educational Policy,Self Concept,College Faculty,College Students,Catholics,Foreign Countries

In this essay, I examine the Córdoba University Reform Movement of 1918 through both a historical lens and the application of Urie Bronfenbrenner's (1979, 1986, 1993) ecological systems theory. Examining the Reform Movement at the National University of Córdoba (UNC) from a historical perspective elucidates the complexities of the movement and its resulting legacies, particularly its essential role in shaping the Latin American higher education tradition of academic freedom and university autonomy. Building on this historical perspective, I utilize the context component of Bronfenbrenner's (1979, 1986, 1993) ecological systems model to explore how issues, challenges, and opportunities to improve institutional policy and culture arose at different levels within the student activist experience at UNC. This examination reveals the importance of studying identity formation among student activists so higher education practitioners can build campus environments to effectively promote optimal growth and holistic development for diverse student populations. [Note: The volume and issue number (v7 n2) shown on the PDF is incorrect. This article was published in v8 n1 2019.]
&quot;With the Richness of Their Resources&quot;: Honors Alumni Reflect on the Impact of a Service-Learning and Mentoring Program
Author: Reddick, Richard J.
Date: 2019-00-00
Type: Journal Articles
Subjects: Honors Curriculum,Alumni,Service Learning,Mentors,College School Cooperation,College Students,Middle School Students,Student Experience,Career Choice

Scholars have encouraged universities to more effectively engage with surrounding communities. One example of community engagement is the service-learning partnership between the Plan II Honors Program and the Knowledge is Power Program (KIPP) public charter school in Austin, through which college students enroll in a class to mentor local middle school students. In this article, we examine qualitative survey responses from Plan II alumni over a seven-year period reflecting on their experiences. Alumni described the service-learning experience as influencing their academic careers, postgraduate plans, and personal views. Findings imply that structured service-learning experiences can significantly influence the behaviors and life decisions of alumni both at the time of their experience and well beyond.
Workload and Lecturers&apos; Job Satisfaction in Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria
Author: Osifila, Gboyega Israel
Date: 2020-08-00
Type: Journal Articles
Subjects: Faculty Workload,Job Satisfaction,College Faculty,Foreign Countries,Grading,Correlation,Undergraduate Students,Job Performance,Student Research,Supervision,Teacher Responsibility

The study investigated the relationship between workload and lecturers' job satisfaction in Adekunle Ajasin University, Akungba Akoko, Ondo State. The descriptive research design of the survey type was employed. The sample of the study was 105 lecturers selected using multi-stage sampling technique across three faculties. Two research questions and three hypotheses were formulated to guide the study. A researcher-made questionnaire titled &quot;Workload and Lecturers' Job Satisfaction Questionnaire (WLJSQ)&quot; was used to elicit information from the respondents. The instrument was validated by experts in Test and Measurement and the test re-test method was used for test reliability which yielded a reliability coefficient of 0.72. The findings of this study revealed: lecturers found conducting research, processing of results, marking of examination scripts and supervision of undergraduate projects most demanding and that lecturers' job satisfaction was low in relations with the workload. Also, there is a significant relationship between marking of examination scripts and lecturers' job satisfaction, supervision of research work and lecturers' job satisfaction and there is a significant relationship between number of courses allocated and lecturers' job satisfaction. It is hereby recommended that more lecturers should be recruited particularly in faculties with high student population in order to reduce excessive workload, while the number of students to be allocated to lecturers for project supervision should be reduced and the services of assistant lecturers should be employed to assist in the area of marking of scripts and supervision of undergraduate projects.
The Effects of Inference Instruction on the Reading Comprehension of English Learners with Reading Comprehension Difficulties
Author: Hall, Colby
Date: 2020-00-00
Type: Journal Articles
Subjects: Inferences,Reading Instruction,Reading Comprehension,English Language Learners,Reading Difficulties,Limited English Speaking,Middle School Students,Grade 6,Grade 7,Instructional Effectiveness,Skill Development,Urban Schools,Public Schools,Charter Schools,Hispanic American Students,Language Tests,Standardized Tests,Achievement Tests,Reading Tests,Small Group Instruction

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers (M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention (n = 39) or to business-as-usual English language arts instruction (n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the &quot;Gates-MacGinitie Reading Test&quot; Reading Comprehension subtest (d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.
Teachers&apos; Theories of Intelligence and Instruction in English Secondary Education
Author: Cutler, Chloe-Rose
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Attitudes,Beliefs,Intelligence,Theories,Socialization,Instruction,Theory Practice Relationship,Language Usage,Foreign Countries,Motivation Techniques,Teacher Expectations of Students

This paper explores the relationship of teachers' intelligence beliefs and classroom instruction, in particular teachers' use of intelligence language. According to Dweck's (1999) theory of intelligence, individuals can hold intelligence beliefs on a continuum from an entity theory, where intelligence is fixed, through to an incremental theory, with intelligence understood as malleable. Some research demonstrates congruence between teachers' beliefs and practice; for example, teacher intelligence beliefs and praise language (Lin-Siegler, Dweck &amp; Cohen, 2016). Other findings, however, report incongruence between the belief-practice relationship, such as intelligence beliefs and use of challenge (Rissanen, Kuusisto, Hanhimäki &amp; Tirri, 2018a). Consequently, this study aims to further understand teachers' belief-practice relationship in the classroom. Pilot data were collected through mixed-methods, consisting of Dweck's (1999) intelligence theory questionnaire, video-recorded observations, and semi-structured interviews. Data were analysed using thematic analysis. Findings indicate that the belief-practice relationship is both congruent and incongruent; as teachers' intelligence beliefs are not always enacted during instruction. Rather, intelligence belief and practice may be mediated by other personal beliefs and contextual factors, such as pre-determined target grades, class sets (low, mid, high), beliefs about students and student behaviour; however additional evidence is required.
Transition Trends Associated with Topic Focus since 1990: A Literature Review
Author: Cushing, Lisa S.
Date: 2020-00-00
Type: Journal Articles
Subjects: Special Education,Educational Research,Trend Analysis,Change,Students with Disabilities,Journal Articles,Participant Characteristics

A systematic review of transition literature was conducted on 743 articles published in 22 special education journals from 1990 to 2015. Demographic data and topics of transition-related articles were coded to identify the trends in transition literature. Results found only 4.1% of articles in those journals focused on transition. Student participants were primarily White males with a specific learning disability or intellectual disability. Key topics of transition (e.g., self-determination, transition planning) were supported by several studies in the literature. Yet, crucial topics (e.g., transportation skills, interagency collaboration) contained little research support. A summary of the current trends in transition research and implications for future research are discussed.
Context-Dependent Memory: Do Changes in Environmental Context Cues Affect Student Recall?
Author: Seddon, Michael
Date: 2019-00-00
Type: Journal Articles
Subjects: Context Effect,Environmental Influences,Cues,Recall (Psychology),Secondary School Students,Foreign Countries,Testing,Classroom Environment,Instructional Program Divisions,Student Characteristics,Student Evaluation,Disadvantaged Youth,Achievement Gap

This study concerned an action research project undertaken within a mainstream 11-18 secondary school with a high proportion of pupil premium students in the north of England. Pupil premium is a grant given by the government to schools in England to decrease the attainment gap for the most disadvantaged children, whether by income or by family upheaval. The purpose was to investigate whether context-dependent memory impacts student recall during examinations. Students were tested within their standard classroom environment, then moved to a different environment for their second test. The results of this were statistically analysed and compared between genders and school years. The study demonstrated an impact, with students performing statistically worse when tested in an area that is removed from their standard environmental classroom context. Gender was shown to have no impact upon the effects, however, the school year was. Year 7 students were less affected than all other years. The reasons for this are unclear. There were limitations within this study, primarily with ensuring the examination papers were similar enough to act as a control variable. With the range of new topics introduced between the two sets of exams, students had a greater breadth of required knowledge. It was plausible therefore that there were other factors influencing the students' poorer performance. More research will need to be undertaken to establish that is the change in context that causes lower performance.
Are the Rich Getting Richer? How School District Wealth Predicts Website Traffic Expenditures
Author: Childs, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: School District Wealth,Web Sites,Expenditures,Elementary Secondary Education,Costs,School Location,Tax Rates,Taxes

Although considerable education research has focused on how K-12 school districts spend money, no extant literature has specifically examined how these districts invested in online endeavors, most notably website traffic cost. As the Internet and school district websites have become a crucial source of information for many educational stakeholders, it is important to investigate how school districts spend money to host and direct traffic to their website, which in turn may drive interest in a school district. As a result, this study analyzed the cost of generating traffic to 764 randomly selected K-12 school districts in Texas. Controlling for many school district characteristics, results suggest K-12 school districts levying higher local tax rates spend more money on generating traffic to their website (p &lt; 0.05). Yet, many Texas Education Agency (TEA) regions were also predictive of the amount of money districts spend to generate traffic to their websites, indicating that both a school district's location and its ability to raise tax rates or drive tax revenue may influence the amount of money that a school district spends on generating traffic to their website. Implications for school district choice, competition, and equity are addressed.
Quality of Blended Learning as Perceived by Arab Open University Students
Author: Tawalbeh, Mohammad Abdel-Rahman
Date: 2020-08-00
Type: Journal Articles
Subjects: Educational Quality,Blended Learning,Student Attitudes,College Students,Open Universities,Integrated Learning Systems,Arabs,Electronic Learning,Foreign Countries,Gender Differences,Course Objectives,Preferences,Computer Assisted Testing,Academic Achievement,Instructional Materials,Tutoring

The primary goal of this research was to investigate AOU students' conceptions of the quality of online experience through the learning management system in supporting their classroom tutorials. A 32-item questionnaire was administered to a randomly selected sample (205) of Elementary Education students at the AOU Jordan Branch. On one hand, the results showed that the objectives of the courses were very clear to students, online materials on the learning management system were interesting and supported to classroom learning, students preferred online quizzes, the online materials supported key assessment tasks and tutors provided continuous access to relevant information about assessment. On the other hand, the findings revealed that the online materials and e-activities were too loaded for the students to understand thoroughly, and much of the feedback they received from the tutor was not helpful. The results also indicated that there were no statistically significant differences among students' views of BL or their overall satisfaction of the online experience that could be attributed to gender or academic achievement level. Results suggest some pedagogical implications for tutors and programmer coordinators.
South African Twelfth Grade Students&apos; Conceptions Regarding Electrochemistry
Author: Amponsah, Kwaku Darko
Date: 2020-08-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 12,High School Students,Concept Formation,Chemistry,Knowledge Level

This current study explored twelfth-grade students' conceptions regarding electrochemistry in the Ximhungwe circuit of the Bohlabela district in the Mpumalanga province of South Africa. The sequential explanatory design was used to gather and analyse quantitative data first before gathering and analysing qualitative data for the current study. In the 2015 academic year, a sample of 10 twelfth-grade physical sciences students from four intact science public high schools was conveniently selected to participate in the current study after analysing the results of the quantitative data. Thirteen questions in which at least 30% of students showed misconceptions were selected for the interview. The result of the interviews indicated that students in the experimental group (EG) had more accurate concepts related to the function of the salt bridge in galvanic cells and the concept of electrical neutrality of anodes and cathodes compared to the control group (CG). Both the EG and the CG had the same viewpoints related to oxidation numbers, electrode potential, Emf calculations, and the identity of electrodes in galvanic cells and electrolytic cells when the placement of the electrodes was altered. However, students in both groups had limited knowledge about electrolytic cells, although the CG had more limited comprehension. It was recommended that educators teach concepts as much as they teach algorithms.
The State of School Segregation in Texas and the Factors Associated with It
Author: Mattson, Timothy
Date: 2020-00-00
Type: Journal Articles
Subjects: School Segregation,Race,Ethnicity,Public Schools,Charter Schools,Institutional Characteristics,Influences,African American Students,Hispanic American Students

&quot;Brown v. Board of Education&quot; (1954) officially ended legal (de jure) segregation, but desegregation outcomes overall fell short of this nation's ideals of equality and justice. As a result, children of color suffer. The purpose of this study was as follows: 1) To measure school segregation by race and ethnicity in Texas, and 2) To understand the factors associated with school segregation in Texas. The study found low levels of racial and ethnic school segregation in both Texas traditional public and public charter schools. This study also determined that the following factors were associated with segregation of Black and Hispanic students: percentage of economically disadvantaged students; percentages of Hispanic, Black and White people by zip code; Discipline Populations; Accountability Scores; and Enrollment Sizes. However, the Median Income was only associated with school segregation of Hispanic students, and the factors Safety Funding Per Pupil and Charter Schools were only associated with segregation of Black students.
Comparison of Pre-Intervention IDI Results from STEM and Non-STEM Undergraduate Students
Author: Lucietto, Anne M.
Date: 2020-12-00
Type: Journal Articles
Subjects: STEM Education,Undergraduate Students,Measures (Individuals),Global Approach,Ethnocentrism,Adjustment (to Environment),Educational Research,Student Characteristics,Disproportionate Representation,Males,Majors (Students),Study Abroad,Cultural Differences,Cultural Awareness,Competence

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.
An Analysis Framework of Portable and Measurable Higher Education for Future Cybersecurity Workforce Development
Author: Liu, Feihong
Date: 2020-08-00
Type: Journal Articles
Subjects: Labor Force Development,Computer Security,College Programs,Computer Science Education,Internet,College Transfer Students,Community Colleges

An educated workforce is essential to government and industry, hence the need to provide a high-quality workforce has been crucial in higher education academic program development. In the cybersecurity field, the situation is not quite satisfactory, the reason comes down to the fact that this new industry is lacking a portable and measurable framework to evaluate the efficacy of the academic programs, thus, to provide the industry with the unified high-quality workforce. In this paper, we aim to come up with a design of an analytical framework for portable and measurable academic programs for future workforce development. The ultimate purpose for our research is to develop cybersecurity workforce through the increase of the number of cybersecurity professionals with a 4-year degree, in this project we will develop a seamless pathway for students transferring from 2-year programs such as Ivy Tech Community College of Indiana (Ivy Tech) Cybersecurity AAS program to a 4-year program such as Purdue University Northwest (PNW) CIT program.