ethanporcaro/eric-fulltext-meta huggingface dataset:
An Italian Adaptation of the Burnout Assessment Tool-Core Symptoms (BAT-C) for Students
Author: Romano, Luciano
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Burnout,Measures (Individuals),Symptoms (Individual Disorders),Fatigue (Biology),Cognitive Processes,Emotional Problems,Factor Structure,Test Reliability,Test Validity,Middle School Students,Factor Analysis,Stress Variables,Scores

Burnout is psychological, physical, and emotional suffering that may affect students with low or inadequate resources to face stressful events at school. Although the existing instruments are used worldwide to assess school burnout risk, they show several flaws and mainly focus on the emotional facets of the syndrome. No previous studies have developed a multi-component tool to reveal students' burnout by simultaneously analyzing cognitive, behavioral, and emotional problems. The central core of the current study is to adapt the Burnout Assessment Tool-Core symptoms (BAT-C; Schaufeli et al., 2020), comprising four subscales, exhaustion, mental distance, cognitive impairment, and emotional impairment, for a sample of Italian students. The factor structure, the reliability, and the validity of the scale are investigated. The participants are 745 middle school students (male, 52.2%; aged 9-13, M = 11.84, and SD = 1.21). Confirmatory factor analyses confirmed the best fit of the second-order model (four first-order factors and one second-order factor). Specifically, four factors were loaded onto a main high-order factor, which constitutes the BAT-C. Our findings support the Italian adaptation of the BAT-C for students' samples as a valid instrument for measuring the core symptoms of school burnout.
A Systematic Review of the Effects of Physical Activity on Specific Academic Skills of School Students
Author: Loturco, Irineu
Date: 2022-00-00
Type: Journal Articles
Subjects: Physical Activities,Academic Achievement,Mathematics Achievement,Language Skills,Reading Achievement,Scores,Intervention,Meta Analysis,Student Improvement,Physical Education,Mathematics Skills,Evidence Based Practice,Exercise,Outcomes of Education,Foreign Countries

This systematic review examined the effects of distinct physical activity interventions on the academic achievement of school students based on an analysis of four distinct outcomes: mathematics, language, reading, and composite scores. This study was performed in accordance with the PRISMA guidelines and the QUORUM statement. A literature search was conducted using the PubMed-MEDLINE, Scopus, and Web of Science databases. Peer-reviewed studies published in English, Portuguese, and Spanish were considered. A random-effect meta-analysis was employed to determine the effect of interventions on academic performance. The effects between interventions and control groups were expressed as standardized mean differences. Thirty-one studies were included in the meta-analysis based on the inclusion and exclusion criteria. The exercise programs were not capable of significantly improving language, reading skills, and composite scores. Conversely, performance in math tests increased significantly after the interventions compared with the control groups. Regarding the overall effect, a significant improvement in academic achievement was detected after physical activity programs compared with controls. In conclusion, the positive effects of school-based physical education on academic performance are not uniform and may be higher for math skills. The implementation of evidence-based exercise programs in school settings emerges as a promising strategy to increase overall academic achievement in school-aged students.
The Bridging Role of Goals between Affective Traits and Positive Creativity
Author: Wang, Hung-Hsiang
Date: 2022-00-00
Type: Journal Articles
Subjects: Affective Behavior,Creativity,Undergraduate Students,Creative Thinking,Design,Goal Orientation,Risk,Foreign Countries

Positive creativity training is crucial for 21st century learning, yet the influence of affective traits and goals with different intentions on positive creativity is unclear. We held a creativity training workshop for fifty-four undergraduates to determine its influence. We first assessed participants' affective traits (risk-taking, curiosity, imagination, and complexity) using the Test of Divergent Feeling from the Creativity Assessment Packet. Then, we provided participants with twenty-seven products as inspiration sources for designing novel staplers. Each participant was asked to define a certain design goal, for which they chose one of the inspiration sources to generate ideas. We assessed the novelty of ideas and classified them according to the goals with different intentions. Results showed a bridging role of the goals between affective traits and creativity. This role was reflected in positive correlations between: (1) curiosity and novelty with effort-saving goals; and (2) complexity and novelty with orderliness goals. In addition, we found participants with high risk-taking tended to set versatility goals; the orderliness goal led to the highest novelty of ideas. Our findings suggested that teachers should pay attention to students' affective traits and guide them to set goals in positive creativity education.
COVID-19 Pandemic: Do Learning Motivation and Learning Self-Efficacy Exist among Higher Vocational College Students?
Author: Tang, Shenlong
Date: 2022-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Student Motivation,Learning Motivation,Self Efficacy,College Students,Vocational Education,Public Colleges,Foreign Countries,Gender Differences,Intellectual Disciplines,Family Structure,Place of Residence,Correlation

COVID-19 first appeared in the first quarter of 2020 and spread rapidly throughout the world. Now, schools in China have resumed face-to-face teaching on campus, but the COVID-19 Pandemic still impacts normal teaching activities and student psychology. This quantitative research revealed the levels of learning motivation and learning self-efficacy among higher vocational college students. This study also investigated whether these variables vary according to students' gender, hometown, family structure and field of study. In addition, this research examined the relationship between students' learning motivation and learning self-efficacy. The sample for the survey was 1018 students from a public higher vocational college in Shandong Province. The research collected data via two surveys, the Learning Motivation Scale (LMS) designed by Tian and Pan (2006) and the Learning Self-Efficacy Scale (LSS) designed by Liang (2000). The research used percentages, means, standard deviations, independent group t-test and Pearson correlation coefficient to analyze the data. The results revealed that higher vocational college students' learning motivation and learning self-efficacy scores were above the median score of the two scales. The study found that learning motivation did not vary according to students' gender, field of study or family structure. However, students from different hometowns showed a significant difference in their learning self-efficacy but no significant difference in their learning motivation. Finally, the researchers discovered a significant positive correlation between learning motivation and learning self-efficacy.
Impact of E-Learning on INTTIC Students during the COVID-19
Author: Zigh, Ehlem
Date: 2022-00-00
Type: Journal Articles
Subjects: Electronic Learning,COVID-19,Pandemics,Distance Education,Instructional Effectiveness,Independent Study,Student Costs,Homework,Foreign Countries,Psychological Patterns,College Students

The COVID-19 pandemic forced much of the world into lockdown. For that reason, INTTIC switched from blended learning to total e-learning. In this paper, we explore the impact of e-learning on INTTIC students during the COVID-19 lockdown. To this end, we focus on four main variables: the effectiveness, the cost, the flexibility, and the independent work involved in e-learning. Our results show that e-learning cannot be entirely effective without the teacher's online interaction. It is budget-friendly because students can save on transportation, food and daily school expenses, and it offers students a large degree of flexibility. Nevertheless, almost all students struggle to complete their homework on a deadline. The main causes could include the psychological aspects of lockdown, the lack of prior experience with total e-learning, and a need for teachers' supervision. Future research should study the impact of e-learning on teachers during the COVID-19 lockdown.
Pre-Service Teachers&apos; Implicit Bias: Impacts of Confrontation, Reflection, and Discussion
Author: Batchelor, Katherine E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Reflection,Student Attitudes,Racial Bias,Classroom Environment,Student Experience

Abstract: Although there is much research regarding implicit bias in numerous fields, such as criminal justice, psychology, and health, little research has examined pre-service teachers' attitudes and beliefs regarding implicit biases they carry, especially when it comes to race. Therefore, the purpose of this study is to fill the gap in qualitative research regarding how pre-service teachers address, confront, and talk about biases. We begin by defining implicit bias. Next, we situate our research within sociocultural theory with an emphasis on critical literacy practices. Then, we share our findings, which centered on the course environment, students' reactions to their results of an implicit association test, and how their personal experiences and upbringing might have contributed to their results. We end with discussion of these findings as well as implications for future teachers and teacher educators.
Assessing Chemistry Teachers&apos; Needs and Expectations from Integrated STEM Education Professional Developments
Author: Oztay, Elif Selcan
Date: 2022-00-00
Type: Journal Articles
Subjects: Needs Assessment,Science Teachers,Chemistry,Expectation,STEM Education,Faculty Development,Integrated Curriculum,Lesson Plans,Interdisciplinary Approach,Science Instruction,Program Implementation,Science Activities,Engineering,Design

Integrated Science, Technology, Engineering, and Mathematics (STEM) education has gained popularity worldwide. With the twenty-first century's different economic, political, and societal needs, nations intend to train citizens as better problem solvers. The current integrated STEM movement has influenced science curriculum documents and science teaching and learning to address those issues. To attain the goals of recent reform, teachers' understanding of the essential characteristics of integrated STEM education and learning implementation of the STEM activities with engineering design challenges are required. The related literature has stated that teachers' voices should be heard to address their needs through professional development (PD). In light of that point, in this needs assessment study, we intended to determine in-service chemistry teachers' expectations from and needs for implementing integrated STEM education. Data were collected from 112 chemistry teachers via open-ended questions. Results showed that most of the teachers stated that they expect to experience integrated STEM activities with their active participation through PDs. Additionally, the participants highlighted their expectations from a PD design to learn what integrated STEM education is and its essential features. Learning how to integrate STEM activities into lessons, developing integrated STEM lesson plans, and interdisciplinary chemistry teaching were other participants' expectations. Examples of participants' needs were learning implementation of integrated STEM education, integrating chemistry with STEM disciplines, finding chemistry-based STEM activities, and learning engineering design process and product. In order to reach PDs' goals set, first of all, teachers' needs for and expectations from the PDs should be determined regarding the STEM approach and then the PDs in which the teachers take a role as active participants should be organized.
Pre-Service Teachers: Reflections on Observed Practice
Author: Casale, Carolyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Secondary Education,Reflection,Essays,Student Diversity,Portfolios (Background Materials),Electronic Learning,Decision Making,Curriculum Design,Observational Learning,Field Experience Programs,Student Characteristics,Teacher Characteristics,Teacher Behavior

Reflective practice serves as a powerful pedagogical strategy for teachers--especially those in low-resource, rural areas. This qualitative case study looked at secondary education pre-service teachers in their first education course. Analysis of focus observation essays data indicated that pre-service teachers were incorporating reflective practice in their field observations, but were not addressing issues of diversity -- specifically race and socio-economic status. This study is significant for understanding how pre-service teachers engage in reflective practices with respect to diversity.
Cultivating Financial Literacy through Secondary School Economics Education: Access to Powerful Knowledge
Author: Mizzi, Emanuel
Date: 2021-12-00
Type: Journal Articles
Subjects: Money Management,Secondary School Students,Economics Education,Knowledge Level,Foreign Countries,Secondary School Teachers,Teacher Attitudes

'Powerful knowledge' is disciplinary knowledge that when learned, empowers students to make decisions in a way that will influence their lives in a positive way (Young, 2008). In this paper, the researcher employs this construct to explore the financial literacy education arising from studying secondary school economics. It emerges from the author's research aimed at exploring teaching and learning in secondary school Maltese economics classrooms. The underlying conceptual framework for this study is critical realism. The study design consisted of interviewing and observing 14 economics teachers, together with four focus groups interviews with students. Data were analyzed by employing thematic analysis. Financial literacy emerged as a theme in the teachers' and students' voices and in the lesson observations. Economics education enabled students to grow financially literate. This resonates with the literature that economics education assists students into developing financial and economic literacies (e.g., Brant, 2018; Chang, 2014). The consideration of the relationship between powerful knowledge and financial literacy assists the reflection, policy development and practice relating to the teaching and learning of financial literacy through secondary school economics and what constitutes powerful knowledge in this area.
Effects of a Summer Robotics Camp on Students&apos; STEM Career Interest and Knowledge Structure
Author: Tekbiyik, Ahmet
Date: 2022-00-00
Type: Journal Articles
Subjects: Summer Programs,Camps,Robotics,Grade 7,STEM Education,Vocational Interests,Cognitive Structures,Design,Problem Solving,Program Effectiveness,Gender Differences,Spatial Ability,Astronomy,Foreign Countries

The present study focuses on the assessment of summer robotics camp designed for 7th grade students who were supposed to work on a STEM-related problem through modeling and design activities. It was exclusively investigated the effects of these activities on the STEM-related career interests and knowledge structures of students. The students were expected to develop basic robotics and design skills in the camp, and to use them in project design in the context of problem solving processes. The camp activities were designed in the alignment of P3 Task Taxonomy. A mixed design method was adapted in this study as it focused both on the effects of an experimental intervention and identification of the students' conceptual constructs. Accordingly, simultaneous and sequential data collection techniques were used to provide satisfactory responses to the research questions. The results showed that the students the students' career interest in engineering increased more significantly than the other STEM fields. Furthermore, word association tests that were applied before and after the camp, in order to assess the change in the students' knowledge structures with the keywords Coding, Design, Problem, Modeling, Space, and Robot showed that the number of terms associated with these keywords were increased. In a nutshell, the education activity provided in the context of this study reinforced the students' career interests in engineering in particular, and facilitated the development of their knowledge structures, and ability to define associations between terms.
Internships as Clinical Rotations in Business: Enhancing Access and Options
Author: Gilbert, Faye W.
Date: 2021-12-00
Type: Journal Articles
Subjects: Internship Programs,Business Administration Education,Outcomes of Education,Undergraduate Students,School Business Relationship,Work Experience,Talent,Educational Benefits,Transformative Learning,Access to Education,Best Practices,Clinical Experience,Medicine,Educational Improvement,Situated Learning,Barriers,Disadvantaged

Internships are high impact practices that offer work experiences and provide advantages for participating undergraduate students and for the talent acquisition efforts of firms. While research consistently documents the benefits of internships as a transformative experience, access and outcomes may vary for students and for underserved populations. Limitations of internships can include lack of access to enough positions as well as inadequate interactions between undergraduate students, firms, and faculty members in business programs. The purpose of this article is to describe an approach to enhancing access to internships on a larger scale with greater variety. Protocols found in clinical rotations in medicine and best practices for business internships guide development of the concept proposed in this paper. Steps associated with antecedents, process, and outcomes are summarized in a schematic and guide the development of the clinical internship framework. If high impact practices such as internships are to provide transformative experiences for all students, then the ideas developed to enhance academic efforts become critical components of future research and of continuous improvement efforts in business education over time.
The Ripple Effects When a Refugee Camp Becomes a University Town: University Teacher Education in Dadaab, Kenya
Author: Miller, Lorrie
Date: 2019-00-00
Type: Journal Articles
Subjects: Refugees,Teacher Education,Foreign Countries,Secondary School Teachers,Teacher Attitudes,Experience

Dadaab, Kenya is the site of the first university teacher education program created by a consortium of institutions (UBC, York, Moi, Kenyatta) within the Borderless Higher Education for Refugees. Dadaab is also the host town to what has been described as the largest protracted refugee camp, at its peak nearly a half million residents. Here, four program graduates, who are secondary school teachers in Dadaab tell their stories of the impact that their education diploma and degrees have had on them and their communities. Their stories are of leadership, resilience, and hope.
Practice Enterprises in Times of Distance Learning: The Impact and Consequences of the COVID-19 Pandemic to the Collaboration of Practice Enterprises
Author: Feuchter, Theresa
Date: 2021-12-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Educational Technology,Technology Uses in Education,Cooperation,Skill Development,Experiential Learning,Simulation,Higher Education,Business Administration Education,Foreign Countries

The aim of this paper is to outline the consequences which arise from the digital transformation of the multidimensional teaching and learning setting of practice enterprises and to discuss how digital collaboration of students can be supported during the COVID-19 pandemic. As an evolutionary moment also in the field of education, one can consider the experiences of COVID-19 as a catalyst for digital transformation and distance learning in education. How digital collaboration can be fostered in times of distance learning is shown by using the example of business simulations such as practice enterprises (PE). While previously this multidimensional teaching and learning setting was organized to a large extent onsite in a special classroom, a new learning and working environment had to be created with the transition to distance learning. By presenting two specific PE-activities (the Erasmus+ Project HEIPNET and the Online Trading Day at the University of Graz) a better insight is gained into how practice enterprises work and how the digitalization of teaching and learning settings is achieved in this context. It is concluded that COVID-19 has led to an accelerated need for teachers to rethink their didactical settings, with the role of the teacher as a designer of an adequate learning and working environment getting even more relevant than before. In addition, the article aims to identify opportunities to promote digital collaboration and contribute to learners' employability.
Accreditation by Design: Construction of an Instrument to Measure Teacher Candidates&apos; Perceptions of Preparedness to Meet InTASC Standards
Author: Floren, Michael
Date: 2020-00-00
Type: Journal Articles
Subjects: Higher Education,Accreditation (Institutions),Educational Assessment,Teacher Education Programs,Standards,Educational Improvement,Outcomes of Education,Test Construction,Test Reliability,Test Validity

The InTASC Candidate Self-Perception Instrument (ICSPI) is an innovative, high-quality educational measurement tool designed to support the assessment and accreditation efforts of a wide variety of educator preparation programs (EPP). The procedures used for the creation and refining of items for the ICSPI are presented, including empirical estimates of reliability from a trial implementation across three semesters. Evidence of instrument validity is discussed, while observed reliability estimates were found to be above acceptable levels for all subgroups. The ICSPI can be used to evaluate EPPs' course offerings and requirements, align course outcomes with educational standards, provide data to advise programs of relative strengths and weaknesses, and improve teacher preparation.