ethanporcaro/eric-fulltext-meta huggingface dataset:
Gender Difference in the Scholastic Achievement Test (SAT) among School Adolescents
Author: Akpotor, Julie
Date: 2020-00-00
Type: Journal Articles
Subjects: Gender Differences,College Entrance Examinations,High School Seniors,Physics,Science Achievement,Scores,Correlation,Student Motivation,Science Tests,Career Choice,Science Careers,Foreign Countries

The paper examined gender difference in the Scholastic Achievement Test (SAT) among senior secondary school adolescents using the physical science of physics in three (3) separate papers. The paper attempted to ascertain whether gender difference accounts for the score differential observed in the Scholastic Achievement Test (SAT). The study adopted a field experiment and a sample size of 410 respondents consisting of 208 males and 202 females respectively. The correlation matrix of the three (3) papers was performed and the two (2) hypotheses were tested with the quintessential Multivariate Analysis of Variance (MANOVA) at 0.05 level of significance. The results showed that the gap between males and females widened from one paper to the other with males performing better than females in physics. It was therefore recommended that some motivational strategies should be adopted to stir up female adolescents in physics and other physical sciences as a way of enhancing their career prospects in science-related disciplines.
Integration of Open Educational Resources in Higher and General Education Institutions: From the Perspectives of Specialized and Concerned Bodies in E-Learning
Author: Alyami, Huda Y.
Date: 2020-00-00
Type: Journal Articles
Subjects: Open Educational Resources,Electronic Learning,General Education,Higher Education,Foreign Countries,Expertise,Educational Cooperation,Public Colleges,College Faculty,Adoption (Ideas),21st Century Skills,Elementary Secondary Education,College School Cooperation

Open educational resources have become a strategic source of a high degree of importance and this explains the reason for the acceleration of countries to join the use of them, but unfortunately, the results of a survey study conducted in the Kingdom of Saudi Arabia on eight experts in e-learning showed a gap that hinders integration in the use of open educational resources among educational institutions, especially at the general and higher education. Accordingly, the present study aimed to review the most prominent Open Educational Resources (OER) platforms in Saudi Arabia and identify the reality of cooperation and the best means of integration between higher and general education institutions from the perspective of specialists and concerned bodies. It adopted the analytical survey (descriptive) method. It covered a population of specialists and concerned bodies in e-learning from higher and general education institutions. The study applied a questionnaire to a sample of (144) participants from higher education institutions and (327) participants from general education institutions. Finally, it concluded results, made recommendations and suggested further studies.
Investigation of the Physical Activity Self-Worth of Women Who Study in University
Author: Kiliç, Yakup
Date: 2020-00-00
Type: Journal Articles
Subjects: Self Concept,Physical Activity Level,Females,Physical Education,College Students,Health Behavior,Foreign Countries,Knowledge Level,Departments

This study was conducted with the aim of investigating the physical activity self-worth of women who study in university. To measure the physical activity self-worth of the participants, the &quot;Physical Activity Self-Worth Inventory&quot;, which was developed by Huberty et al. (2013), was employed. As a result of the data obtained, &quot;Independent samples t-test&quot;, which is one of the parametric tests, was conducted to evaluate the level of differentiation in the variable of gender, an independent variable. To determine the differences in the answers provided for the question, &quot;Are there any physical activities that you do for at least half an hour or longer in a week?&quot; and the variable of grade, &quot;One-Way Variance Analysis&quot; was conducted, which is one of the parametric tests. The level of statistical significance (a error level) was regarded as p&lt;0.05. According to the faculties where the participants studied, it was determined that there were statistically significant differences in terms of the scores of physical activity knowledge subscale, physical activity emotional subscale and the total scores of physical activity self-worth inventory (p&lt;0.05). According to the participation of the participants in physical activities, it was determined that there were statistically significant differences in terms of the scores of physical activity knowledge subscale, physical activity emotion subscale and the total scores of physical activity self-worth inventory (p&lt;0.05). According to the grade at which the participants studied, it was determined that there were no statistically significant differences in terms of the total scores of physical activity self-worth inventory and all of its subscales (p&gt;0.05). In conclusion, in the comparison of the students of the faculty of sports sciences to the students of other departments, it was observed that the physical activity self-worth scores of those who exercise at least half an hour were higher compared to those who exercise irregularly and those who never exercise. Accordingly, the contents of elective lessons that can increase participation in physical activities in other departments of universities should be increased. To increase the individuals' time and frequency of participation in physical activities, informative education that includes the benefits of physical activity to general health should be conducted.
Engaging with the More-than-Human and Decolonial Turns in the Land of Shinto Cosmologies: &quot;Negative&quot; Comparative Education in Practice
Author: Takayama, Keita
Date: 2020-03-00
Type: Journal Articles
Subjects: Comparative Education,Workshops,Educational Research,Asian Culture,Role of Religion,Educational Philosophy,Political Attitudes,Foreign Countries,Researchers,English,Japanese

Purpose: In this explorative, self-reflective article, I attempt to extend the methodological discussion of a &quot;negative&quot; approach to comparative education that I have recently articulated elsewhere. Here, I demonstrate how I attempted to put in practice negative comparative education by drawing on my experience at the Shanghai workshop, &quot;Beyond the Western Horizon in Educational Research,&quot; organized by Iveta Silova, Jeremy Rappleye, and Yun You at the East China Normal University. Design/Approach/Methods: I conceive my participation in the Shanghai workshop as a disruptive moment wherein my previous forms of knowing and being were challenged. More specifically, I discuss how my attempt to situate the ecofeminist and decolonial literature, the two of the three main bodies of literature introduced through the workshop, within the context of Japanese education triggered me to reconsider the role of Shinto in Japanese education and question my own firm identification with the liberal-left politics within Japan. Findings: I reflect upon how the initial sense of discomfort and the remaining sense of ambivalence took me on a journey of unlearning and relearning about the limits of my knowing, my own political subjectivities, and the place of Shinto cosmologies in Japanese education. Originality/Value: I conclude the discussion with a few provisional thoughts that point us to an approach to comparative education that makes our research &quot;a matter of concern&quot; across multiple linguistically bounded, national and regional scholarly communities.
The Degree of Achieving ISTE Standards among Pre-Service Teachers at &quot;The Public Authority for Applied Education and Training&quot; (PAAET) in Kuwait from Their Point of Views
Author: Almisad, Budour
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Standards,Preservice Teachers,Student Attitudes,Gender Differences,Age Differences,Majors (Students),Instructional Program Divisions,Technological Literacy,Educational Technology,Technology Uses in Education,Teacher Education Programs

The aim of the study was twofold; first, to examine the degree of achieving International Society for Technology in Education (ISTE) standards among pre-service teachers at the college of basic education at the Public Authority for Applied Education and Training (PAAET) from their point of views and second, to examine differences in the pre-service teachers' point of views of the degree of achieving ISTE standards based on their gender, age, major, academic year, their technological competence, their attitudes towards the use of technology, and their extent of technology use. A cross-sectional design was used; questionnaire instrument was designed and developed to collect data from the participants. The participants were student teachers enrolled in different classes in the summer semester in the academic year of 2018/2019 at the college of basic education at &quot;the Public Authority for Applied Education and Training&quot; (PAAET) in Kuwait. Two hundreds and eighty three pre-service teachers completed the questionnaire. The results showed that the participants expressed positive perceptions of achieving ISTE standards. The results showed insignificant variations in pre-service teachers' perceptions of the achievement of ISTE standards based on their gender, age, major, and academic year. Furthermore, the results showed that pre-service teachers' perceptions of the achievement of ISTE standards had significant relationships with pre-service teachers' attitudes towards the use of technology, pre-service teachers' perceptions of their technological competences, and pre-service teachers' extent of using technology. Based on the findings, set of recommendations for practice and for future research were provided.
Implementing Comprehensive Literacy Instruction for Students with Severe Disabilities in General Education Classrooms
Author: Hunt, Pam
Date: 2020-04-00
Type: Journal Articles
Subjects: Literacy Education,Reading Instruction,Students with Disabilities,Severe Disabilities,Regular and Special Education Relationship,Early Intervention,Instructional Effectiveness,Special Education,Emergent Literacy,Individualized Education Programs,Reading Improvement,Elementary School Students,Outcomes of Education

The purpose of this conceptual replication study was to investigate the efficacy of an early literacy intervention when it was implemented by special educators in general education classrooms with students in the class participating in the lessons. The study was conducted in 16 schools in three states. Eighty students with severe disabilities participated in the study. Students in the intervention group received Early Literacy Skills Builder (ELSB) instruction, and students in the &quot;business-as-usual&quot; control group received literacy instruction planned by special education teachers to address the students' individualized education program literacy goals. Literacy assessments were conducted in five waves scheduled across the school year. Results showed that students receiving ELSB instruction made greater gains in assessed literacy skills than students in the control group. These findings provide evidence that students with severe disabilities can benefit from comprehensive emergent literacy instruction when it is implemented in general education settings. [For the corresponding grantee submission, see ED601011.]
Affective and Cognitive Outcomes of Project-Based Teamwork in a Model Lower Secondary School: The Case of Nuclear Energy
Author: Tsaparlis, Georgios
Date: 2020-00-00
Type: Journal Articles
Subjects: Teaching Methods,Student Projects,Active Learning,Science Instruction,Learning Motivation,Nuclear Energy,Teamwork,Grade 9,Secondary School Students,Student Attitudes,Knowledge Level,Seminars,Critical Thinking,Familiarity,Information Seeking,Scientists,Comparative Analysis,College Students,College School Cooperation,Selective Admission,Institutional Characteristics,Foreign Countries

We report on our experience with the implementation of project-based teamwork on nuclear energy with 14 ninth-grade students from a lower secondary model school and its assessment using two written questionnaires, which were answered by the students after the completion of the project. The first questionnaire elicited students' opinions about the overall project, while the second questionnaire examined students' acquired knowledge. All the students were satisfied with their experience. The preparation and organization of the team members, their collaboration and discussions, and the presentation at a public seminar were considered the most important stages of the project. In addition, the preparation and organization, the practice in public presentation, the motivation for learning, and critical thinking were important skills and competencies developed. Students benefited from their familiarity with searching and evaluating information and were positive about their contact with scientists. With regard to the knowledge acquired, positive results emerged for the model school students as compared to beginning 1st-year university students from a previous study. The results highlight the importance of project-based work with model school students, as well as the role of the interaction between schools, society, and research institutions.
A Study to Determine the Ability of Fifth-Grade Students in Reflecting Their Knowledge about Sun, Earth, and Moon by Different Measurement Tools
Author: Gülen, Salih
Date: 2020-00-00
Type: Journal Articles
Subjects: Grade 5,Knowledge Level,Testing,Objective Tests,Likert Scales,Interviews,Thinking Skills,Science Education,Science Process Skills,Foreign Countries,Space Sciences,Reflection

The aim of this study was to determine the knowledge of fifth-grade students about the sun, earth, and moon and to examine the fact that this information can be reflected with different measurement tools. A mixed method was used in the research. Quantitative data were collected using a 3-point Likert-type questionnaire and a true-false test; and qualitative data were collected through a fully structured interview and a three-dimensional thinking skills form. It was determined that students knew about the sun, earth, moon, and their properties. However, the students could not provide any data about the distances between the sun, earth, and moon. When the pictures of the students were examined; while very high data were presented for the size and distance related to the sun, earth, and moon, very low data were found for the rotation relationship. The information obtained from the fully structured interview form was determined to reflect the information obtained from the three-dimensional thinking form at a medium level. In addition, according to survey data, the students have a very good level of knowledge and they reflected this information to a good level in the true-false test. To measure the students' level of knowledge, a survey or true-false tests could be used. As a matter of fact, they both offer the same results.
Flipping the Use of Science, Technology, and Society Issues as Triggering Students&apos; Motivation and Chemical Literacy
Author: Cigdemoglu, Ceyhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Intervention,Teaching Methods,Engineering Education,College Freshmen,Student Motivation,Learning Motivation,Scientific Literacy,Comparative Analysis,Blended Learning,Scores,Pretests Posttests,Thinking Skills,Factor Analysis,Factor Structure,Item Analysis

The aim of this paper was to investigate the effect of the use of science, technology, and society (STS) issues through flipped and traditional learning environments on students' motivation to learn chemistry as well as their chemical literacy (CL). Two freshman engineering classes totaling 89 students taught by the same instructor enrolled in a general chemistry course at a university were the sample of the study. The study had one intervention and one comparison group (CG); the groups were randomly assigned. The intervention group engaged in the STS issues through flipped learning environment while the CG engaged in the STS issues in a traditional setting. A motivation questionnaire was administered to the groups at the beginning and at the end of the treatment; in addition, CL items were administered at the end of semester. The treatment took one semester. Multivariate analysis of variance (MANOVA) was used to compare groups on pre-test scores; then, multivariate analysis of covariance was used to reveal the effect of treatments on motivation, its factors, and CL. The results indicated that utilizing STS issues through the flipped learning environment was superior to traditional STS instruction on increasing students' overall motivation score, intrinsic motivation, and relevance of chemistry. No significant difference was observed in CL scores. Further studies are suggested to investigate the impact of flipped STS interventions on higher-order thinking skills including socio-scientific reasoning.
Downstream River Dialogues: An Educational Journey toward a Planetary-Scaled Ecological Imagination
Author: Taylor, Affrica
Date: 2020-03-00
Type: Journal Articles
Subjects: Climate,Change,Ecology,Educational Research,Natural Resources,Foreign Countries,Researchers,Fuels,Water,Tourism,Research Methodology,Educational Methods

Purpose: This article aims to subvert the nature/culture and subject/object divides that structure the dominant Western educational research paradigm by stepping beyond an exclusively human conversation and activating our ecological imaginations in the face of intensifying anthropogenic climate change. Design/Approach/Methods: Informed by animist ecofeminist philosophies, the river dialogues emerged from a climate action research field trip to the Athabasca oil sand mines in Alberta, Canada. They perform a &quot;more-than-human&quot; mode of narrative engagement with &quot;nature in the active voice.&quot; Findings: Despite the epistemological separations of Western-style education, I conclude that we can still find ways to dialogue and learn &quot;with&quot; the nonhuman world and thereby to stimulate our ecological imaginations. Originality/Value: This article showcases innovative more-than-human narrative methods and offers a collaborative alternative to the human-centric conventions of educational research and pedagogy.
Vocabulary Teaching: Insights from Lexical Errors
Author: Agustín-Llach, Mª Pilar
Date: 2017-00-00
Type: Journal Articles
Subjects: Vocabulary Development,Reading Instruction,Error Patterns,Error Analysis (Language),Second Language Learning,English (Second Language),Second Language Instruction,Language Acquisition,Morphology (Languages),Semantics,Lexicology,Teaching Methods,Syntax

This paper offers a theoretical approach to vocabulary instruction from the evidence provided by lexical errors as the main sources of difficulty in the EFL acquisition process, it reviews previous research and from it suggests new ways of dealing with lexical errors in the classroom. Some practical implications are concluded which rely on lexical error categories identified in previous studies. Our main starting point is that lexical errors can serve as a guideline for teachers and researchers to improve vocabulary instruction. Identifying the main causes of lexical errors can help teachers understand the difficulties of their learners and assist them in planning and designing lessons and materials for the vocabulary class. Embarking from this premise, we have reviewed the main lexical error sources identified in the literature and provided some suggestions for vocabulary instruction.
Reimagining Modern Education: Contributions from Modern Japanese Philosophy and Practice?
Author: Komatsu, Hikaru
Date: 2020-03-00
Type: Journal Articles
Subjects: Educational Philosophy,Western Civilization,Epistemology,Educational Practices,World Views,Comparative Education,Self Concept,Political Attitudes,Foreign Countries,Bullying,Suicide,Mental Health,Achievement Tests,International Assessment,Creativity,Learning Motivation,High School Students,Cross Cultural Studies

Purpose: Amidst ongoing attempts to think beyond Western frameworks for education, there is a tendency to overlook Japan, perhaps because it appears highly modern. This is striking given that some prominent strands of Japanese philosophy have formulated an explicit and exacting challenge to the core onto-epistemic premises of modern Western thought. It is also surprising because Japanese educational practices have resulted in some of the highest achievement outcomes--both cognitive and noncognitive--found anywhere in the world and inculcate a worldview that is distinct. Design/Approach/Methods: Herein, we thus attempt to make visible the potential contribution of modern Japanese philosophy by outlining some of the core ideas, then turn to sketch resonances with and responses to other projects outlined in this Special Issue. Our approach is elucidation through relational comparison. Findings: Through this process, we suggest that the notion of self-negation as a mode of learning may be helpful in explaining why--at the empirical level--the outlook of Japanese students, and perhaps other East Asian students, diverge markedly from their Western peers. Yet we also find that an attempt, such as ours, to link divergent onto-epistemic thought to alternative empirical hypotheses quickly gives rise to various doubts and discomforts, even among otherwise sympathetic scholars. Originality/Value: In directly responding to these doubts, one original contribution of our piece is to show just how difficult it may ultimately be to divest from the symbolic foundations already laid by Western liberalism: Even if divergent thought can be imagined and different cultural narratives explored, dominant readings of empirical &quot;realities&quot; continue to be entrapped in the logic laid by Western liberalism.
Social Psychological Impacts on Language Use: Anxiety among Cambodian University Students
Author: Boun, Sovicheth
Date: 2017-00-00
Type: Journal Articles
Subjects: Language Usage,Anxiety,Communication (Thought Transfer),Student Attitudes,College Students,Prediction,Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Learning Processes,Academic Achievement,Learning Motivation,English (Second Language)

Since its conception as a situation-specific construct, foreign language anxiety has been extensively investigated and expanded to account for the complex nature of language learning and teaching. This study aims to identify the underlying dimensions of beliefs about target language use, motivation, and the frequency of target language use. It also seeks to explore the extent of their impacts on the language use anxiety among Cambodian university students. Based on a survey of 129 students in two departments, the study revealed that three main factors (i.e., beliefs about the student's use of target language, the frequency of target language use in formal contexts, and the frequency of target language use in informal contexts) significantly predicted the language use anxiety among the students. Implications for classroom instruction and suggestions for future research are discussed.