ethanporcaro/eric-fulltext-meta huggingface dataset:
Adolescent Drug Use in Connecticut Private High Schools: Zero Tolerance, Contextual Peer Influence, and Deterrence Effectiveness
Author: Song, Minjune
Date: 2020-00-00
Type: Journal Articles
Subjects: Adolescents,High School Students,Drug Use,Private Schools,Zero Tolerance Policy,Punishment,Context Effect,Peer Influence,Incidence,Friendship,Program Effectiveness,Risk,Correlation,Student Attitudes,Age Differences,Boarding Schools

After the &quot;1994 Gun-Free School Act,&quot; schools expanded the use of zero-tolerance policies with all Connecticut private high schools implementing punitive drug and alcohol policies. Based on the criminological theory of deterrence, zero-tolerance policies deliver severe and certain punishments designed to deter rational actors from engaging in problem behaviors. Existing research suggests that adolescents perceive rewards more strongly around peers and lack impulse control, raising the possibility that peer pressure may override rational deterrence in an adolescents' decision-making process. An &quot;immune group&quot; of adolescents predisposed to ignore punitive deterrents may play a sizable role in inducing peer drug use. If peer influence supersedes deterrence in a significant number of cases, adolescents who are affected both by deterrents and peer pressure may be at a higher risk of following the example of the &quot;immune group.&quot; This study raises the question of whether Connecticut private high school students' drug use is correlated with perceptions of punishment mandated by school policy and contextual peer influences. A questionnaire that measured students' drug use on a scale of 1 to 4, perceived severity and likelihood of punishment from 0 to 10, and interaction with drug using peers from 0 to 10, was completed by 50 respondents. The study found no correlations between student drug use and perception of punishment likelihood and severity but found contextual peer influences to be positively associated with expected student drug use in the future. While the results of this study are limited to Connecticut private high school students, the observed tendency in students to disregard risks and pursue peer-involved drug use may be generalized in adolescents. Even in places where school discipline is not a wide issue, the impact of contextual factors like peer influence must be reconceptualized in thinking about school drug policies.
An Occupation in Search of Identity--What Is School Counseling?
Author: Heled, Einat
Date: 2020-00-00
Type: Journal Articles
Subjects: Professional Identity,School Counselors,School Counseling,Elementary Schools,Secondary Schools,Public Schools,Counselor Role,Counselor Attitudes,Role Perception,Ambiguity (Context),Burnout,Job Satisfaction,Self Efficacy,Foreign Countries

This study will focus on the professional identity of school counseling, which is a key function in Israeli schools. Forming a professional identity is part of the process of professional development that begins with academic training and continues throughout one's professional career. Professional identity distinguishes between different occupations and provides practitioners with a safe base that lets them better understand their work and form a team spirit within their field of occupation. The research literature indicates an association between one's professional identity and her professional functioning and success, sense of stability, confidence, and pride in practicing the occupation. The professional identity of school counseling is related to gender. This is a predominantly female occupation and most of its practitioners in Israel are women. Few studies have been conducted on the professional identity of school counselors (Note 1) and its impact on the quality of their work. It appears that the definition of the school counselor's role is neither clear nor unambiguous, both in Israel and elsewhere, and this affects the professional identity of counselors and the quality of their work. The current study included semi-structured interviews with 15 school counselors, in which they spoke about the structure of their work, their professional vision, satisfaction, and sense of self-fulfillment as a result of their job, as well as their professional self-efficacy. The research findings show that the structure of the counselor's work, her role definition and workload, are related to her professional identity, including how she perceives the counseling occupation, her satisfaction and sense of self-fulfillment. Based on the interviews, no differences were found between the narratives of counselors with different levels of seniority in the profession with regard to professional identity, satisfaction, and self-fulfillment. The research findings indicate the need to define the school counseling occupation and its place in the school in order to help school counselors establish a clearer professional identity, with the aim of adapting the role to the challenges of the school system in the 21st century, in the world in general and in Israel in particular.
Academic Self-Handicapping Scale: Development and Validation in Indian Context
Author: Gupta, Savita
Date: 2020-10-00
Type: Journal Articles
Subjects: Self Destructive Behavior,Measures (Individuals),Secondary School Students,Test Validity,Test Construction,Academic Achievement,Test Reliability,Foreign Countries,Student Behavior,Questionnaires

Self-handicapping is a commonly utilized strategy to manage the menace to self-esteem, which gets evoked by failing fear in academic achievement. The main aim of current study was to develop and validate academic self-handicapping scale. This scale was developed for measuring self-handicapping among secondary school students. The study sample comprised three hundred thirty secondary school students. Sample was chosen via using random sampling technique. Opinions of expert were collected to check the scale content and face validity. Factor analysis was done on responses of the sample. The findings concluded that academic self-handicapping can be disintegrated into two factors i.e. behavioural self-handicapping and claimed self-handicapping. Cronbach's alpha of academic self-handicapping ([alpha]= 0.917), the internal consistency indices represented good internal reliability. The results unveiled the existence of significant psychometric features of constructed questionnaire
Domains of Technological Pedagogical and Content Knowledge: Factor Analysis of Indonesian In-Service EFL Teachers
Author: Prasojo, Lantip Diat
Date: 2020-10-00
Type: Journal Articles
Subjects: Technological Literacy,Pedagogical Content Knowledge,Factor Analysis,English (Second Language),Second Language Learning,Second Language Instruction,Content Validity,Teacher Surveys,Language Teachers,Teacher Attitudes,Self Efficacy,Age Differences,Gender Differences,Foreign Countries

This study aims at developing and validating the proposed survey instrument and elaborating how Indonesian English as Foreign Language (EFL) in-service teachers perceive their TPACK. A total number of 573 in-service EFL teachers completed a 28-item survey instrument. A pool of the survey instrument was assessed through content and face validity mainly using Content Validity Index (CVI) involving ten educational technology and policy experts. Through Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA), seven factors of TPACK were reported. The results indicate that Indonesian in-service EFL teachers lack technological knowledge, but they perceive that they have a sufficient level of pedagogical knowledge. Differences in perceptions were also found according to gender and age.
Teachers&apos; Professional Development Level across Cohort of Generations in Malaysia
Author: Yaakob, Mohd Faiz Mohd
Date: 2020-10-00
Type: Journal Articles
Subjects: Professional Development,Teacher Education,Program Effectiveness,Teacher Attitudes,Secondary School Teachers,Generational Differences,Knowledge Level,Grouping (Instructional Purposes),Foreign Countries

The school organization consists of a multi generation teacher community which would mean professional development programs of one-size fits all should change towards fulfilling the needs of all teachers in the effort to strengthen the quality of education. This is because each generation has different ways of accepting changes. Therefore, this study aims to identify the different levels of teacher professional development across the cohort of generations such as the Baby Boomers, Gen X and Gen Y. The quantitative study used survey method through questionnaire where the sample consisted of 300 teachers in Kelantan was selected using purposive sampling technique. Data collection method was primary data with quantitative and analysis techniques using descriptive analysis. The findings show that there was a significant difference in the level of teacher professional development across the cohort of generations. The results of this study can help school management to design a more appropriate professional development approach for all cohorts of teacher generation. This coordination is expected to enhance the professionalism of every teacher towards realizing the ministry's aspiration in upholding the quality of teaching and quality education in Malaysia.
The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers
Author: Emyus, Ahmad Zaki
Date: 2020-10-00
Type: Journal Articles
Subjects: Preschool Education,Psychomotor Skills,Language Skills,Visual Literacy,Models,Brain Hemisphere Functions,Teaching Methods,Comparative Analysis,Motor Development,Multivariate Analysis,Correlation,Preschool Children,Pretests Posttests,Educational Benefits

This research aims to determine the influence of the models of whole brain teaching (WBT) and visual literacy to motoric and linguistic abilities of preschool children aged 5-6 years old. The method for this research is a quasi-experiment with a non-equivalent control group design. In this research, there is one experiment class with the treatment of WBT and one control class with the treatment of a group model. The applied technique of data analysis is the Multivariate Analysis of Variance (MANOVA). This research gains some findings (1) there are influences from motoric and linguistic abilities between students using WBT and group model, (2) there is a difference of motoric and linguistic skills of children having visual literacy high and visual literacy low, (3) there is interaction between WBT and visual literacy towards children's motoric and linguistic abilities.
The Instrument Development to Measure Higher-Order Thinking Skills for Pre-Service Biology Teacher
Author: Utama, Candra
Date: 2020-10-00
Type: Journal Articles
Subjects: Thinking Skills,Biology,Science Teachers,Preservice Teachers,Measures (Individuals),Reliability,Teacher Education Programs,Item Analysis,Goodness of Fit,Transfer of Training,Factor Analysis,Taxonomy,Construct Validity,Undergraduate Students,Foreign Countries

The 21st century demands mastery of various skills, and one of them is a higher-order thinking skill. Specialized instruments are required to measure these skills to be aware of their level of achievement. This research is classified as development research to create tools capable of measuring higher-order thinking skills of pre-service biology teachers. The development procedure is consisting of four stages, including instrument design, instrument trial, determination of validity, and determination of reliability. The instrument developed consisted of 12 items, which were then validated by experts. Trial stage involving 110 pre-service biology teachers in the Biology Education Program of eleven March University. The tested instrument is analysed to determine its validity and reliability. The results of the construct validation show model classified as fit according to the indicator of each instrument. The Results of the items analysis showed all items have an excellent discriminating power index. Also, each piece also has a difficulty index that is classified as a medium. Based on the results, the instrument developed has the qualifications to measure the higher-order thinking skills (transfer of knowledge) of pre-service biology teachers.
The Development and Effectiveness of Motion Graphic Animation Videos to Improve Primary School Students&apos; Sciences Learning Outcomes
Author: Hanif, Muhammad
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Animation,Educational Media,Interactive Video,Science Achievement,Natural Sciences,Technology Integration,Elementary School Students,Grade 5,Public Schools,Learning Processes,Outcomes of Education,Foreign Countries

This research aims to investigate the development and effectiveness of motion graphic video media for Primary Schools students in learning Natural Sciences subject. This exploratory sequential mix method study employs combination of descriptive qualitative method to define the current situation and product development process and the experimental method involving 27 fifth grade students in each control and experimental groups. This research was conducted in two different selected primary schools. The researcher uses in-depth interview and observations methods for the qualitative studies, and tests to measure the effectiveness of motion graphics media developed. In the qualitative stage, this study found that there is a need to develop an interactive audio visual media. The result of t-test showed that there were significant differences in terms of cognitive learning outcome between control and experimental group. Therefore, the interactive motion graphic video media developed is feasible and effectively proven to enhance the students' science learning achievement of the fifth grade of primary school level.
The Effectiveness of Inquiry Social Complexity to Improving Critical and Creative Thinking Skills of Senior High School Students
Author: Perdana, Ryzal
Date: 2020-10-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Active Learning,Inquiry,Critical Thinking,Creative Thinking,Thinking Skills,Skill Development,High School Students,Grade 10,Discovery Learning,Science Instruction,Chemistry,Foreign Countries

This research aimed to determine the effectiveness of the Inquiry Social Complexity (ISC) learning model to improve critical and creative thinking skills of senior high school students in Indonesia. The research method used was experimental with pre-test-post-test group design. The research sample were 32 students using the ISC model and 30 students using Discovery Learning in the acid-base material. The data were analysed using the ANCOVA test resulting in F = 79.381 with a significance level of 0.000 (p &lt; 0.05), meaning that there were significant differences between using the ISC model and using the Discovery Learning. There was a gap of 39.66% between the pre-test and post-test results of the experimental class and 24.83% of the control class. It can be concluded that learning process using ISC learning model is very effective to improve students' critical and creative thinking skills.
Stimulating Academic Entrepreneurship through Technology Business Incubation: Lessons for the Incoming Sponsoring University
Author: Lyken-Segosebe, Dawn
Date: 2020-00-00
Type: Journal Articles
Subjects: Entrepreneurship,Business Administration Education,STEM Education,Universities,Institutional Mission,Foreign Countries,Research and Development,Private Sector,Intellectual Property,College Faculty,Risk,Failure,School Business Relationship,Reputation,Educational Finance,Commercialization,Employment,Information Technology,Technology Transfer

Universities facilitate academic entrepreneurship or their 'third mission' by making available supporting mechanisms such as science and technology parks, incubators, and entrepreneurship programs. Botswana's STEM University seeks to develop a technology park in which it will commercialize the research and intellectual property developed by its faculty members, students, research centers and the country's private sector through incubation and other processes. As a business support process, technology business incubation nurtures start-up companies and mitigates the risk of their early failure. In this enabling environment, start-ups can concentrate on technology transfer and later &quot;hatch&quot; or leave the incubator financially viable and self-sustaining. Pursuing academic entrepreneurship and the university-model of technology business incubation present benefits for the country, the local community and the university in terms of economic development, economic diversification, job creation, technology development, viable firms, successful products, and the enhancement of university income and prestige. However, university and faculty culture, and the extent of faculty members' knowledge and skills in entrepreneurship and social capital may temper this potential. Utilizing a narrative review of the literature, this paper sought to identify critical issues a newly-participating university should be aware of as it seeks to adopt the university-model of business incubation to facilitate its transformation from a primary focus on its traditional research and teaching missions to one also based on the formal commercialization activities characterizing academic entrepreneurship. The paper informs on approaches the university may adopt to encourage academic entrepreneurship among its faculty members.
Instructional Practices in Science Education in German and Malaysian Secondary Schools: A Comparative Case Study
Author: Saleh, Salmiza
Date: 2020-10-00
Type: Journal Articles
Subjects: Teaching Methods,Comparative Education,Science Instruction,Secondary School Teachers,Foreign Countries,Case Studies,Science Teachers,Guidelines

The purpose of this study is to compare the instructional practices in science education in Malaysian and German secondary schools. Specifically, the objectives of this research are to seek answers for the following questions: (i) What are the current science teachers' instructional practices in German secondary school? (ii) What are the current science teachers' instructional practices in Malaysian secondary school? (iii) What are the similarities and differences in the science teachers' instructional practices between Malaysian and German secondary schools? This case study involved a total of eight science teachers, four from the German secondary schools and four from the Malaysian secondary schools participated in this study. Classroom observation and semi-structure interview were conducted to obtain the data. Findings showed that the current instructional practices used by the German science teachers are more toward the alternative approach whereas Malaysian science teachers are lean towards the traditional approach. It is also found that there are similarities and differences in the science teachers' instructional practices in Malaysian and German secondary schools.
Integrating Reading-to-Write Strategies and Pairing Composition and Reading Courses for First-Year, At-Risk College Students
Author: Hembrough, Tara
Date: 2020-10-00
Type: Journal Articles
Subjects: Freshman Composition,College Freshmen,At Risk Students,Reading Instruction,Instructional Effectiveness,Reading Writing Relationship,Critical Thinking,Reading Skills,Writing Skills,Revision (Written Composition),Teacher Attitudes,Academic Persistence,Outcomes of Education

This study evaluated the effect of employing reading-to-write strategies and joining college composition and reading courses for provisionally admitted, first-year-writing students in the United States. The article discusses a mixed methods study of an experimental course-design model involving 47 students in the experimental group, 47 students in the control group, and five teachers, which aimed to improve students' reading-to-write strategies. For the curricular initiative, an experimental group of provisionally admitted students studied reading-to-write practices and took Composition I and Reading I as 16-week, linked courses. Meanwhile, the control group also enrolled in Composition I and Reading I courses, but they were unconnected. Both groups were given a pre-test and posttest measuring students' reading levels, as well as their being assessed on a literature review essay they completed for Composition I. Additionally, experimental students were surveyed and instructors were interviewed about students' attitudes toward the reading-to-write practices and linked class design. Concentrating on Composition I, this article portrays the experimental linked courses' framework and its assessment practices, including a measurement of the reading-to-write outcomes for the literature review. Summarily, according to both the quantitative and qualitative data gathered, in cooperation with Reading I instructors, Composition I teachers utilizing reading-to-write approaches presented students with a cohesive, relevant curriculum. They also assisted students in reading, thinking critically, and writing and revising at a higher and sufficiently necessary level, including for the literature review, with all being important first-year composition outcomes.
The Role of Smart Working in Mediating Participatory Altruistic Leadership, Competence, Quality Knowledge in Learning Performance of Lecturers in Higher Education
Author: Handayani, Sri
Date: 2020-00-00
Type: Journal Articles
Subjects: College Faculty,Civil Engineering,Engineering Education,Participative Decision Making,Leadership Styles,Altruism,Teacher Competencies,Leadership Responsibility,Knowledge Level,Foreign Countries,Performance,Teacher Effectiveness

This study aims to explore indicate that lecturer learning performance is an important factor for lecturers in the Civil Engineering Education Study Program. Participatory altruistic leadership styles, competence, quality knowledge, smart working are very important to be measured to explain their effects on learning performance. If the lecturer has high competence and quality knowledge and is supported by appropriate leadership, it will have an impact on smart working, which in the end will achieve learning performance. This research was conducted of lecturers of civil engineering education throughout Indonesia and a sample of 76 peoples. The research method was conducted with quantitative and data analysis using structural equation modeling (SEM). Regression coefficient result that relationship between competence with smart working, participatory altruistic with smart working and quality of knowledge with smart working were 0.80, 0.86 and 0.81. Regression coefficient result that relationship between smart woking with learning performance, participatory altruistic with learning performance, quality knowledge with smart working and competence with smart working were 0.99, 0.91, 0.88, and 0.88.