ethanporcaro/eric-fulltext-meta huggingface dataset:
Household Possessions and Parental Support in Mexican Students with High Scientific Competencies in PISA 2015
Author: Bazán-Ramírez, Aldo
Date: 2022-00-00
Type: Journal Articles
Subjects: Family Income,Parent Child Relationship,Foreign Countries,High Achievement,Science Education,Achievement Tests,International Assessment,Secondary School Students,Science Achievement,Parent Participation,Predictor Variables

Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents' perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.
The Pattern of Hybrid Learning to Maintain Learning Effectiveness at the Higher Education Level Post-COVID-19 Pandemic
Author: Sukiman
Date: 2022-00-00
Type: Journal Articles
Subjects: Blended Learning,Instructional Effectiveness,COVID-19,Pandemics,Religious Education,Islam,Undergraduate Students,Graduate Students,Foreign Countries,Web Based Instruction,Student Attitudes

Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor's, master's, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor's, master's, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.
The Role of Second Language Motivation in Constructing the Self: An Empirical Study to Investigate the Role of Motivational Trajectories in Negotiating and Reconstructing Academic Sojourners&apos; Desired Selves in the UK
Author: Alshatti, Abdullatif
Date: 2022-00-00
Type: Journal Articles
Subjects: Self Concept,Second Language Learning,Second Language Instruction,Learning Motivation,Study Abroad,Outcomes of Education,Native Speakers,Intercultural Communication,Foreign Students,English (Second Language),Student Attitudes,Safety,Clubs,Foreign Countries,Personal Narratives,Graduate Students

This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with 'native-speakers', providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants' motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because 'native-speakers' are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.
A Data-First Approach to Learning Real-World Statistical Modeling
Author: Bornn, Luke
Date: 2022-02-00
Type: Journal Articles
Subjects: Undergraduate Study,Cooperative Learning,Peer Influence,Undergraduate Students,Statistics Education,Experiential Learning,Teaching Methods,Data Analysis,Interdisciplinary Approach,Competition,Student Attitudes,Statistical Analysis,Models

This paper presents a novel design for an upper-level undergraduate statistics course structured around data rather than methods. The course is designed around curated datasets to reflect real-world data science practice and engages students in experiential and peer learning using the data science competition platform Kaggle. Peer learning is further encouraged by patterning the course after a genetic algorithm: students have access to each other's solutions, allowing them to learn from what others have done and figure out how to improve upon previous work from week to week. Implementation details for the course are provided, and course efficacy is assessed using a survey of students and a focus group. Student responses suggest that the structure of the course contributed to narrowing the perceived gap between low- and high-performing students, that desired learning outcomes were successfully achieved, and that a data-first approach to learning statistics is effective for learning.
Building on Students&apos; Perspectives on Moving to Online Learning during the COVID-19 Pandemic
Author: Kelly, Katharine
Date: 2022-02-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Barriers,Stress Variables,Internet,Technological Literacy,Student Attitudes,Teaching Methods,Family Environment,Educational Environment,Interaction,College Students,Interpersonal Relationship

This paper provides insights from students and the author's experiences of the move to online course delivery in the current pandemic. Key issues students identified as impacting success include: student stress/distress related to the pandemic, challenges with Wi-Fi and connectivity, students' and instructors' technical skills, and issues related to course design and delivery method (synchronous or asynchronous). Students' insights, the instructor's experiences, and the academic literature on online education are used to provide suggestions for addressing these challenges. This analysis began as an exercise to inform my course planning but led to a recognition that (a) a successful transition requires action by students, instructors, and institutions and (b) that these actions are constrained making successful transitions both demanding and difficult.
Developing an Undergraduate Business Course Using Open Educational Resources
Author: Kotsopoulos, Donna
Date: 2022-02-00
Type: Journal Articles
Subjects: Curriculum Development,Undergraduate Study,Business Administration Education,Open Educational Resources,Foreign Countries,Accessibility (for Disabled)

There are growing concerns about the affordability and accessibility of post-secondary education. This has resulted in increased attention to the inclusion of open educational resources (OERs) as course materials rather than commercial course resources. OERs are mostly cost-neutral for students. In this research, an elective course for business students was developed using only OERs. To assist with the selection of OERs to be included in this course, an OER evaluation tool available online was used. Resources that were considered and were evaluated using the tool included traditional OERs (fully open), those in the public domain (unrestricted by licensing), and resources that are publicly available for educational purposes. An important contribution of this research is the extension of the definition of OERs to include publicly available resources. This paper reports on the results of this process and students' perceptions about the inclusion of OERs in their course. Recommendations for further research and for practice are shared.
Development and Evaluation of a Research Methods Course in Protocol Writing for Learners in a Master of Public Health Program
Author: Anderson, Laura
Date: 2022-02-00
Type: Journal Articles
Subjects: Curriculum Development,Curriculum Evaluation,Research Methodology,Courses,Content Area Writing,Graduate Students,Public Health,Health Education,Foreign Countries

Training in research methods is important for improvement of healthcare delivery and population outcomes. Graduate programs of public health play a critical role in offering such education to current and future healthcare professionals as well as entry level learners with no experience in the field. A key skill across all fields of research methods and public health practice is protocol writing. It is unknown if teaching students research methods through protocol writing is a successful strategy and whether students find it to be helpful as they pursue health professions. The objective of this study was to describe the design and evaluation of a research methods course focused on protocol writing among students enrolled a Masters of Public Health Program. A case report design including description of course content, method of evaluation, and course delivery are provided. The setting was the Population and Public Health Research Methods course at a publicly funded institution in Canada. The first three cohorts of students (2016-2018) enrolled in the course were evaluated during the course period and six months after completing the course. A total of 51 students completed the survey, and the majority were students were very or extremely satisfied with the course. Overall students expressed that the course well-prepared them for their practicum or thesis work and post-graduation plans. Findings suggest that using protocol writing as a tool for teaching research methods was well-received by students and prepared them for both their potential career paths and for future research.
Does Self-Directed Learning Readiness Predict Undergraduate Students&apos; Instructional Preferences?
Author: Justus, Brandon J.
Date: 2022-02-00
Type: Journal Articles
Subjects: Independent Study,Learning Readiness,Prediction,Undergraduate Students,Preferences,Teaching Styles,Self Management,Self Control,Multiple Regression Analysis,Foreign Countries

Self-directed learning is a process by which students take the lead, with or without the help of others, in determining their learning needs and managing their learning strategies and outcomes. Relatedly, self-directed learning readiness (SDLR) looks at the attitudes, abilities, and personality characteristics necessary for self-directed learning. In study one, we shortened, and slightly modified, the SDLR scale (Fisher et al., 2001) to make it more applicable for broader use among undergraduate university students and to examine its factor structure and reliability. In a sample of 194 students, the three-factor structure of this scale (self-management, desire to learn, and self-control) was confirmed with acceptable reliability. In study two, we examined whether the modified SDLR subscales predicted a preference for a teacher-directed or student-directed class format in a sample of 256 undergraduate students. We conducted a series of four multiple linear regressions to examine whether the three dimensions of SDLR were predictive of four classroom preference styles (knowledge construction, teacher direction, cooperative learning, and passive learning). While three of these analyses were statistically significant with small to medium-effect sizes, the results minimally supported our hypotheses. We discuss whether these results indicate a lack of relationship between SDLR and teaching style or whether these results may be characteristic of the sample.
Evaluating Prospective Mathematics Teachers&apos; Development of Ethical Knowledge and Awareness
Author: Karatas, Kasim
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Evaluation,Preservice Teachers,Mathematics Teachers,Ethics,Student Attitudes,Foreign Countries,Teacher Characteristics,Figurative Language

This study examines prospective mathematics teachers' ethical knowledge and awareness development in an undergraduate course called 'Morality and Ethics in Education'. Accordingly, prospective teachers' opinions regarding the ethical teacher and the unethical teacher were investigated through metaphors. The current study was designed as a case study and the data were collected from fifty-one prospective mathematics teachers studying at a university in Turkey through an open-ended questionnaire and reflective diaries. The findings show that the prospective teachers were satisfied with the 'Morality and Ethics in Education' course in general. It was effective and helpful to improve prospective teachers' ethical knowledge and awareness. In addition, the prospective teachers showed an interest in ethical values, such as justice, being a good role model and honesty. They describe the ethical teacher as being 'of holy personality, a guide and professional', and the unethical teacher as 'useless and harmful'. In addition, the prospective teachers made a number of suggestions for undergraduate education in the context of improving ethical and moral values.
Engagement in Mindfulness Exercises during Large Lectures and Students&apos; Writing Self-Efficacy
Author: Drewery, David W.
Date: 2022-02-00
Type: Journal Articles
Subjects: Learner Engagement,Metacognition,Class Activities,Large Group Instruction,Writing Skills,Self Efficacy,Relaxation Training,College Students,Foreign Countries

The purpose of this study was to examine the association between greater engagement (i.e., number of times participated) in mindfulness exercises administered in large university lectures and students' writing self-efficacy. For eight weeks, a breathing exercise was administered to students in one lecture section, and a progressive muscle relaxation (PMR) exercise was administered to students in another lecture section of the same course. Participants (n = 147) completed measures of writing self-efficacy before (T1) and after (T2) the eight-week exercise period. Engagement was greater in the breathing exercise than in the PMR exercise (p &lt; 0.05). Writing self-efficacy was marginally greater (p = 0.08) at T2 for those administered the breathing exercise than for those administered the PMR exercise. Correlational analyses further showed that engagement in the breathing exercise was associated with writing self-efficacy at T2 (p &lt; 0.01), but engagement in the PMR exercise was not (p = 0.21). We conclude with implications for course instructors using mindfulness exercises to enhance desirable writing outcomes.
Examining the Use of Twitter in Online Classes: Can Twitter Improve Interaction and Engagement?
Author: Rohr, Linda
Date: 2022-02-00
Type: Journal Articles
Subjects: Learner Engagement,Social Media,Virtual Classrooms,COVID-19,Pandemics,Classroom Communication,Teacher Student Relationship,Distance Education,Foreign Countries,Curriculum Development,Undergraduate Students,Computer Use

Student engagement promotes communication and knowledge acquisition, a concept that is challenged in the online environment as few opportunities exist to physically connect instructors and learners. Limited research suggests that social media is a tool that can positively impact student engagement in the online classroom, which is especially relevant in the case of the COVID-19 pandemic and learning formats transitioning online. Specifically, Twitter, a favoured format for sharing news, entertainment, and professional networking, may provide a platform and an opportunity for engagement between students and the instructor outside of the traditional, formal classroom setting. This research explores how postsecondary students enrolled in two introductory online self-directed asynchronous courses used social media tools for personal, professional, and academic purposes and how Twitter, as a course evaluation requirement, contributed to interaction and engagement. Relying on 104 pre- and 34 post-semester surveys, our analysis revealed that while Twitter was not used as widely as other social media platforms, a notable proportion of students shared positive perceptions about Twitter's use. Further analysis revealed some polarizing results with recommendations for successfully implementing Twitter in online learning.
Fine Arts Creative Skills of Elementary School Students -- An Analytical Demonstration of the Role of Stratum
Author: Cetl, Sara
Date: 2021-00-00
Type: Journal Articles
Subjects: Fine Arts,Creativity,Elementary School Students,Grade 8,Foreign Countries,Art Education

The following article presents the results of research whose purpose was the analysis of the level of artistic creativity and fine arts development among eighth-grade students of different elementary schools in the northeastern part of Slovenia. We have monitored the level of artistic creativity and analysed the differences in fine arts creative skills from the viewpoint of six factors of artistic creativity: originality, flexibility, fluency, redefinition, elaboration and sensibility for artistic problems. Consistent with these factors, our focus was on the differences in the stratum, as we have noticed a lack of research analysing creative abilities from the point of view of the students' environment. Thus, the research aimed to shed light upon the impact of quality art educational work on the development of fine arts creative skills and creativity, especially among students of higher age. In doing so, the fact about the environment students come from was disregarded. The results of the research show discrepancies with previous research, as we found statistically significant differences in the factors of art elaboration, sensibility for artistic problems and fluency, with the suburban students being more successful. For this reason, there are further tendencies to carry out an in-depth analysis of this indicator in the mentioned age group.
Investigation of the Communication Skills, Professional Seniority, School Stage and Gender as Predictors of Teachers&apos; Classroom Management Styles
Author: Demir, Okay
Date: 2021-00-00
Type: Journal Articles
Subjects: Communication Skills,Academic Rank (Professional),Instructional Program Divisions,Gender Differences,Classroom Techniques,Elementary School Teachers,Secondary School Teachers,Preferences,Teaching Styles,Predictor Variables,Foreign Countries

This study aimed to test the impacts of communication skills, professional seniority, school stages and gender as predictors of teachers' classroom management styles. Survey and correlation research designs were used in the research. The study group of the research consists of 209 teachers from different subject fields. Classroom Management Styles Scale and Communication Skills Scale-Adult Form were used to collect data in the study. The data obtained were mainly analyzed by multiple regression analysis. Regarding the results of the study, when the teachers' levels of classroom management style scores were examined, it was determined that the most preferred classroom management style was &quot;Authoritative style,&quot; followed by &quot;Authoritarian&quot; and &quot;Laissez-faire&quot; styles, respectively, and the least used classroom management style were &quot;Indifferent.&quot; Also, it was found that teachers' general communication skills are high. The regression analyses revealed that while Basic Skills and Self-Expression and Active Listening and Non-verbal Communication variables were significant predictors of authoritative classroom management, professional seniority was the only significant predictor of authoritatian classroom management, and Basic Skills and Self-Expression and Willingness to Communicate variables were significant predictors of Indifferent classroom management. However, none of the variables were significant predictors of Laissez-faire classroom management style
Scientific Culture and Education Sector: Literacy, Understanding, or Engagement?
Author: Maxera, Marianella
Date: 2022-00-00
Type: Journal Articles
Subjects: Science Instruction,Teaching Models,World Views,Scientific Literacy,Postmodernism,Scientific Attitudes,Science and Society,Social Influences,Educational Trends

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age.