ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Loop: Development of a Dashboard for Quality Improvement of Business Education Programs
Author: Iriberri, Alicia
Date: 2021-04-00
Type: Journal Articles
Subjects: Educational Improvement,Educational Quality,Business Administration Education,Outcomes of Education,Business Schools,Program Evaluation,Student Evaluation,Benchmarking,College Faculty,Instructional Innovation,Educational Change,Accreditation (Institutions),Data Analysis,Quality Assurance,Computer Software,Visual Aids,Educational Objectives,Teacher Motivation

Business schools continuously improve their processes and program assessment activities, but fall short in achieving faculty's awareness of process steps and disseminating results to inform and trigger continuous improvement actions. The assessment process of the Craig School of Business at California State University, Fresno had worked well. It evaluated student learning of core competencies of its Business Administration degree programs. The assessment process had a sound set of program goals and student learning outcomes and metrics. Learning outcomes were measured semiannually, and reports were written annually. Assessment results consistently surpassed benchmarks. Still, the assessment process did not effectively disseminate results and findings, which often led to a lack of process awareness and the inability to motivate and engage faculty in the overall assessment and improvement process. The Assessment Team launched an initiative to design and implement a dashboard that would track assessment scores as a means to address these shortcomings and ensure &quot;closing the loop&quot; with actual improvement results. This article presents the development process of the Assurance of Learning Dashboard and the effects of using the dashboard to facilitate the analysis and dissemination of assessment results. Findings suggest that the dashboard was successful. However, documentation for closing the loop activities continue to be a challenge. Implications for academic institutions and future research opportunities are presented.
Impact of Psychological Contract Violations: Stories from Educators
Author: Davis, Tamra S.
Date: 2021-04-00
Type: Journal Articles
Subjects: Business Education Teachers,College Faculty,Foreign Countries,Secondary School Teachers,Employer Employee Relationship,Faculty Workload,Teacher Educators

Psychological contracts have been researched for over 50 years and have been used as the basis for studies in business, industry, and education. In this study, the researchers aimed to share the impact of psychological contract violations (PCV) upon individuals in educational institutions. Psychological contract literature is focused primarily on the impact of the breach on employee morale, organizational commitment, and work product. This study adds to the literature by giving voice to educators, allowing them to share their stories and provides a foundation for a more extensive research project later. Using a focus group methodology, the researcher allowed the participants to respond to questions pertaining to psychological contract breaches or violations in writing and then followed by an open-ended question session to give the participants the opportunity to provide additional detail. The educators who took part in the focus groups were asked if they had ever experienced a psychological contract breach related to teaching, service, or research. If they answered yes, they were asked to describe the situation. Teachers enter the profession for many reasons; however, the teachers who leave the profession before retirement often cite workplace issues as a reason for leaving. Understanding the role of PCVs have on the attrition may lead to more teachers remaining in the field, saving institutions financial resources related to the loss of teachers from the field.
Mediating Role of Self-Esteem in the Association between Loneliness and Psychological and Subjective Well-Being in University Students
Author: Çiçek, Ilhan
Date: 2021-06-00
Type: Journal Articles
Subjects: Self Esteem,College Students,Psychological Patterns,Correlation,Well Being,Mental Health,Predictor Variables,Life Satisfaction,Foreign Countries

The aim of this study is to examine the mediating role of self-esteem in university students in association with loneliness and psychological and subjective well-being. The study consisted of 340 university students, including 118 males and 222 females. The age range of participants is between 18 and 27. Rosenberg Self-Esteem Scale, Flourishing Scale, Satisfaction with Life Scale and UCLA Loneliness Scale were used in the study. Results of the study showed that loneliness was significantly and negatively associated with self-esteem, psychological well-being, and subjective well-being. Self-esteem was significantly and positively related to psychological well-being and subjective well-being. In this study, compared to male students, female students tended to report greater self-esteem, psychological and subjective well-being while they reported lower loneliness. Mediation analysis revealed that loneliness was a significant and negative predictor of self-esteem, psychological and subjective well-being. Self-esteem partially mediated the association between loneliness and well-being outcomes; and it significantly and positively predicted psychological wellbeing and subjective wellbeing. In university students, loneliness, and self-esteem, together, accounted for 38% of the variance in psychological well-being, while subjective well-being was 25%. Researchers can conduct new research to investigate the positive aspects of university students, and psychological counsellors working in schools can work towards strengthening the positive aspects of students.
An Exploration of Augmented Reality in an Introductory Engineering Graphics Course
Author: Thornton, Timothy
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Computer Software,Computer Assisted Design,Engineering Education,Introductory Courses,Undergraduate Students,Student Motivation,Spatial Ability,Visualization,Skill Development,Public Colleges,Questionnaires,Instructional Effectiveness

The purpose of the study was to explore the effects of augmented reality (AR) in an introductory engineering graphics course. The study specifically examined the potential for AR to affect the spatial visualization ability of students and influence student motivation. This study included 50 students from an introductory engineering graphics course at a large southeastern US public university. The AR intervention consisted of six weekly sessions in which students were required to complete an assignment with the assistance of AR. Two quantitative measurements were employed to measure the results of the implementation. The Purdue Spatial Visualization Test: Rotations (PSVT-R) was used to measure spatial visualization ability, and the Motivated Strategies for Learning Questionnaire (MSLQ) was used to measure student motivation. Both instruments used a pre- and post-test format and were analyzed with paired t-tests. The results of the PSVT-R (p &lt; 0.01) showed a significant difference between the pre- and post-test scores; however, this could not be solely attributed to the implementation of AR. The results of the overall MSLQ (p = 0.57) showed no significant difference between pre- and post-test scores.
Conceptual Understanding in the Construction of a Technology Concept: A Case Study with Colombian Students
Author: Molina-Vásquez, Ruth
Date: 2021-00-00
Type: Journal Articles
Subjects: Case Studies,Grade 7,Concept Formation,Information Technology,Rural Areas,Urban Areas,Computer Simulation,Foreign Countries,Classification,Technological Advancement,Grounded Theory,Student Attitudes,Hermeneutics,Technology Education

This article presents an analysis of students' conceptual understanding of technology. The study focused on two groups of seventh-grade students located in Bogotá, Colombia, living in rural and urban areas and participating in activities developed in a virtual learning network. The methods used in this study followed grounded theory (Strauss &amp; Corbin, 2002) to generate a theoretical structure that allows explanations to be built on how participants construct concepts. A total of 1,257 analysis units were obtained. After an open, axial selective coding process, these units were classified into four categories: artifacts, materials, and instruments; social and cultural aspects; systems, knowledge and processes; and scientific applications. From these categories, the results show an ordination in transversal dimensions helicoidally articulated in the following ascending order: (1) artifacts (technological, cultural, symbolic, and scientific); (2) objectives of technological advances (transformation processes with varied purposes highlighting continuous technological change); (3) fulfillment of basic survival needs (daily life, welfare, and biological maturity); (4) artifact production in terms of process (creation, innovation, and context transformation); and (5) relationships between human beings and technology (passive role, positive interdependence, and symbiosis). In conclusion, a unidirectional concept of technology encompassing all its features cannot be built. In contrast, students construct the concept in a plural, complex way. The construction of a technology concept at the school level leads to a more comprehensive education in technology in terms of its attitudinal, volitive, and cognitive aspects, which favor cultural technology insertion in schools.
Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education
Author: Wassie, Yismaw Abera
Date: 2019-00-00
Type: Journal Articles
Subjects: Affordances,Barriers,Mathematics Education,Mathematics Achievement,Technology Integration,Technological Literacy,Educational Technology,Courseware,Algebra,Geometry,Access to Computers,Teacher Student Ratio,Cognitive Style,Mathematics Teachers,Teacher Attitudes,Secondary Education,Foreign Countries,Postsecondary Education

In the modern era where technology usage is a tradition of the generation, integrating the teaching and learning with mediums that could catch up and satisfy pupils' interest is noteworthy. In line with this, the contributions of GeoGebra in the teaching-learning of mathematics: as a tool to foster students' interest and achievement, and as an environment to flourish different learning styles are explored in this study. Besides, the cautions to consider before implementing a GeoGebra integrated lesson with the challenges, limitations and areas of future development are indicated. Among these: the belief and technology fluency of users and the student class ratio are found to be among the challenges for effective integration of GeoGebra in mathematics lessons. The difficulty of some commands in the input bar especially for students and teachers with no prior programming experience are considered among the limitations of GeoGebra.
The Use of Project Activity in Teaching Mathematics
Author: Telegina, Nadezhda V.
Date: 2019-00-00
Type: Journal Articles
Subjects: Student Projects,Active Learning,Mathematics Instruction,Instructional Effectiveness,Secondary School Students,Cooperative Learning,Student Evaluation,Foreign Countries

The relevance of this study is due to the ever-growing demands that the rapidly developing society makes to the education system, according to which the priority factor in the development of students is the ability to independently plan their activities to acquire the necessary knowledge and skills during joint creative and cognitive activity. It is confirmed that it is during the implementation of projects that it is possible to reveal the potential of students in self-realization, interaction with others and development of critical thinking. The goal of this article is to study the theoretically grounded and practically proven effectiveness of the use of project-based training in the study of mathematics by students of the secondary school. The main method of this research is a pedagogical experiment, as well as observation, a quantitative method and statistical processing. In the process of teaching mathematics, the specifics of project training as a student-centered method aimed at improving analytical and creative skills were taken into account. Gradual methodological methods for the organization of the project activity of students are developed. In the course of testing, model images of lessons were obtained, substantive content was determined and specified, thematic lines of the project activity in teaching mathematics in basic school were built, and the use of variable forms of the project activity was justified. The peculiarities of the author's approach to the study of the features of project-based learning are the allocation of special criteria for project assessment; comparative analysis of approaches of foreign and domestic scientific schools to the project activity. The study revealed the effectiveness of project-based training in teaching mathematics. The materials of the article are valuable for primary and secondary school teachers, teachers of secondary vocational and higher educational institutions. The use of the project activity in teaching mathematics in basic school contributes to increasing the level of motivation to study the most difficult topics of the course, ensures the implementation of an integrated approach to the study of natural sciences.
Enhancing Assessment Literacy in Professional Counseling: A Practical Overview of Factor Analysis
Author: Kalkbrenner, Michael T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Assessment Literacy,Counselors,Factor Analysis,Construct Validity,Test Validity,Psychometrics

Assessment literacy is an essential competency area for professional counselors who administer tests and interpret the results of participants' scores. Using factor analysis to demonstrate internal structure validity of test scores is a key element of assessment literacy. The underuse of psychometrically sound instrumentation in professional counseling is alarming, as a careful review and critique of the internal structure of test scores is vital for ensuring the integrity of clients' results. A professional counselor's utilization of instrumentation without evidence of the internal structure validity of scores can have a number of negative consequences for their clients, including misdiagnoses and inappropriate treatment planning. The extant literature includes a series of articles on the major types and extensions of factor analysis, including exploratory factor analysis, confirmatory factor analysis (CFA), higher-order CFA, and multiple-group CFA. However, reading multiple psychometric articles can be overwhelming for professional counselors who are looking for comparative guidelines to evaluate the validity evidence of scores on instruments before administering them to clients. This article provides an overview for the layperson of the major types and extensions of factor analysis and can serve as reference for professional counselors who work in clinical, research, and educational settings.
Development of the Psychological Maltreatment Inventory
Author: Boughn, Alison M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Reliability,Test Validity,Screening Tests,Check Lists,Adolescents,Children,Child Abuse,Child Neglect,Symptoms (Individual Disorders),Trauma,Suicide,Comorbidity,Correlation

This article introduces the development and implementation of the Psychological Maltreatment Inventory (PMI) assessment with child respondents receiving services because of an open child abuse and/or neglect case in the Midwest (N = 166). Sixteen items were selected based on the literature, subject matter expert refinement, and readability assessments. Results indicate the PMI has high reliability ([alpha] = 0.91). There was no evidence the PMI total score was influenced by demographic characteristics. A positive relationship was discovered between PMI scores and general trauma symptom scores on the Trauma Symptom Checklist for Children Screening Form (TSCC-SF; r = 0.78, p = 0.01). Evidence from this study demonstrates the need to refine the PMI for continued use with children. Implications for future research include identification of psychological maltreatment in isolation, further testing and refinement of the PMI, and exploring the potential relationship between psychological maltreatment and suicidal ideation.
Validation of the Adapted Response to Stressful Experiences Scale (RSES-4) among First Responders
Author: Ponder, Warren N.
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Validity,Measures (Individuals),Law Enforcement,Emergency Medical Technicians,Fire Protection,At Risk Persons,Posttraumatic Stress Disorder,Anxiety,Stress Variables,Depression (Psychology),Suicide,Symptoms (Individual Disorders),Resilience (Psychology),Coping,Experience,Mental Health

First responders are continually exposed to trauma-related events. Resilience is evidenced as a protective factor for mental health among first responders. However, there is a lack of assessments that measure the construct of resilience from a strength-based perspective. The present study used archival data from a treatment-seeking sample of 238 first responders to validate the 22-item Response to Stressful Experiences Scale (RSES-22) and its abbreviated version, the RSES-4, with two confirmatory factor analyses. Using a subsample of 190 first responders, correlational analyses were conducted of the RSES-22 and RSES-4 with measures of depressive symptoms, post-traumatic stress, anxiety, and suicidality confirming convergent and criterion validity. The two confirmatory analyses revealed a poor model fit for the RSES-22; however, the RSES-4 demonstrated an acceptable model fit. Overall, the RSES-4 may be a reliable and valid measure of resilience for treatment-seeking first responder populations.
Whiteness Scholarship in the Counseling Profession: A 35-Year Content Analysis
Author: Bayne, Hannah B.
Date: 2021-00-00
Type: Journal Articles
Subjects: Periodicals,Content Analysis,Journal Articles,Counseling,Whites,Trend Analysis,Research Methodology,Sampling,Racial Identification,Correlation,Racial Bias,Counselor Training,Criticism,Models

We conducted a content analysis of counseling scholarship related to Whiteness for articles published in national peer-reviewed counseling journals within the 35-year time frame (1984-2019) following the publication of Janet Helms's seminal work on White racial identity. We identified articles within eight counseling journals for a final sample of 63 articles--eight qualitative (12.7%), 38 quantitative (60.3%), and 17 theoretical (27.0%). Our findings outline publication characteristics and trends and present themes for key findings in this area of scholarship. They reveal patterns such as type of research methodology, sampling, correlations between White racial identity and other constructs, and limitations of White racial identity assessment. Based on this overview of extant research on Whiteness, our recommendations include future research that focuses on behavioral and clinical manifestations, anti-racism training within counselor education, and developing a better overall understanding of how White attitudes and behaviors function for self-protection.
Does the Saudi English Language Curriculum Reflect the Current State of English? A Documentary Analysis from a Global Englishes Perspective
Author: Aldawsari, Mohammed
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Foreign Countries,Educational Change,Curriculum Development,Educational Policy,Language Role,Language Attitudes,Teaching Methods,Global Approach,Cultural Awareness,Grading,Rating Scales,Guidelines,Evaluation Methods,Islamic Culture,Elementary Secondary Education,Language Planning,Language Variation

The Saudi English language education has experienced a continuous process of reform and revision. Recently, the Saudi English Language Curriculum (SELC) has been introduced to the research and practice community. The lack of research investigating language policies in the Saudi context is where the current study situates itself. Thus, a qualitative documentary analysis was carried out to study the document. The findings suggest that the newly reformed curriculum recognises the new global status of the English language, though implicitly. However, this recognition of English as a global language is not reflected in the desired practices. The native-speaker model seems to be the one that SELC has adopted. This is shown in the use of CEFR as the assessment reference of grading and in the traditional teaching approach. Regarding culture depiction in SELC, there was an emphasis on the role of culture in language education. The local culture (source) has received a considerable amount of attention in the form of topics relevant to Saudi Islamic culture yet the understanding of the notion of culture was still that of a traditional one. A number of research implications and limitations are reported in the conclusion of this paper.
In-Service Language Teachers&apos; Attitudes towards Technology Use and the Development of Their Perceived CALL Competencies
Author: Huynh, Thu-Nguyet
Date: 2021-00-00
Type: Journal Articles
Subjects: Language Teachers,Junior High School Teachers,Teacher Attitudes,Attitude Change,Technology Integration,Technological Literacy,Teacher Competencies,Computer Assisted Instruction,Second Language Instruction,English (Second Language),Professional Development,Inservice Teacher Education,Skill Development,Self Efficacy,Program Effectiveness,Foreign Countries

In the light of national educational reform known as National Foreign Language Project 2020 (NFLP 2020), Information Communication Technology (ICT) was integrated into the language teaching curriculum, which required English teachers to possess technological skills and knowledge -- CALL competencies (Computer Assisted Language Learning) to implement into their teaching practice (MOET, 2014). Although numerous training courses were organized to enable teachers to master these competencies, the efficacy of those courses were not explored comprehensively. This study was conducted to examine the development in teachers' perceptions of their CALL competencies before and after the course, as well as their attitudes towards technology's utilization, and the relationship between attitudes and self-perceptions of CALL competencies. Results from data analysis documented positive attitudes towards technology and advancements in the perceptions of their competencies. However, learner attitude was not a predictor of this development. Suggestions for improvements in future ICT courses are also included in the study. This pioneering research in the local context could potentially contribute to enhancing the effectiveness of ICT courses and consequently better realize the NFLP's goals and ambitions with the provision for the extended period to 2025. It also helps to illuminate the global portrait of CALL teacher education.