ethanporcaro/eric-fulltext-meta huggingface dataset:
The Economic Cost of Attending Educational Conferences
Author: Rowe, Nicholas E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Costs,Conferences (Gatherings),Attendance,Foreign Countries,Travel,Financial Support,Expenditures,Economic Impact,Conservation (Environment),Educational Research,Knowledge Economy,Professional Associations,Universities

Conference attendance and presentation are ubiquitous practices across international academic, scientific and professional communities. However, their financial costs and implications have been little studied. Through an empirical analysis of a UK educational conference over three years (N=1,261), this paper examines the financial cost elements of fees, travel, accommodation and financial support that are common to international conference delegates. The findings show significant individual expenditures for both domestic and international delegates. When extrapolated to published global researcher populations, these costs indicate a multi-billion expenditure. However, this is balanced against issues of environmental impact that were raised in the study, and a reported climate of 'lost conference research' where conference presentations are not developed into accessible published work. The article concludes that in the face of such expenditures and negative impacts, concerted efforts are required to make conference attendance an objectively sustainable educational activity, especially in terms of fiscal and knowledge economies.
Attitudes toward Using and Teaching Confidence Intervals: A Latent Profile Analysis on Elementary Statistics Instructors
Author: Kim, Hyung Won
Date: 2019-00-00
Type: Journal Articles
Subjects: Computation,Statistical Analysis,Teacher Attitudes,College Faculty,Readiness,Statistics,Statistical Inference,Gender Differences,Background,Teaching Experience,Intellectual Disciplines,Educational Attainment,Teacher Improvement,Teacher Characteristics

The use of confidence intervals (CIs) for making a statistical inference is gaining popularity in research communities. To evaluate college statistics instructors' readiness to teach CIs, this study explores their attitudes toward teaching CIs in elementary statistics courses, and toward using CIs in inferential statistics. Data were collected with a survey that classifies instructors' attitudes on the basis of three previously established pedagogical components: affective, cognitive, and behavioral. Based on the survey responses from 270 participants, we created three profiles (subgroups) via latent profile analysis, and identified each profile's pattern of attitudes toward CIs and common characteristics of the instructors that fit each profile. In addition, we compared the profiles across groupings created by six variables: gender, academic background, statistics teaching experience, subject preference, degree level, and desire to improve teaching. The results of the latent profile analysis support three profiles within the population of statistics instructors, and the results of the comparative analysis of teacher characteristics indicate that the six variables are moderate to strong predictors of the grouping of the sample into three profiles.
Use of Online Collaborative Learning Strategy in Enhancing Postgraduates&apos; Learning Outcomes in Science Education
Author: Ajayi, Peter Oladeji
Date: 2020-08-00
Type: Journal Articles
Subjects: Electronic Learning,Cooperative Learning,Graduate Students,Outcomes of Education,Foreign Countries,Science Education,Individual Differences,Work Life Expectancy,Instructional Effectiveness

Most postgraduates in Nigeria Universities are family and working-class students. They rarely have time to stay and study in the classroom due to pressures at home and work-place. To enhance their outcomes in the program despite their tight schedule, the use of online collaborative learning strategy was employed. Pretest-posttest, control quasi-experimental research design was used on 38 postgraduates in Science Education. The sample was selected from two Universities in south west Nigeria. Two instruments: Questionnaire on Postgraduates' Studying Challenges (QPSC) and Science Education Performance Test (SEPT) were administered on the sample. Data generated were analyzed using descriptive and inferential statistics. The result revealed that the use of Online Collaborative Learning Strategy enhances undergraduates' learning outcomes and retention in Science Education.
Relationship between Analytical Thinking Skill and Scientific Argumentation Using PBL with Interactive CK 12 Simulation
Author: Perdana, Riki
Date: 2019-00-00
Type: Journal Articles
Subjects: Logical Thinking,Thinking Skills,Science Process Skills,Persuasive Discourse,Problem Based Learning,Problem Solving,Physics,Optics,Foreign Countries,Computer Simulation,High School Students

This study was conducted in order to analyze the relation between analytical thinking skill and scientific argumentation in physics learning. The study was conducted with the interactive CK 12 simulation about optics. The sample of the study consists of 28 randomly selected students in Yogyakarta, Indonesia. The data was collected using pre and post-test after learning in the class. Data was analyzed with descriptive statistic instruments along with t-test, MANOVA test and Correlation Analysis. Research findings show that analytical thinking skill and scientific argumentation of the students are rather low. Problem based learning with web based simulation can enhance student's scientific argumentation and analytical thinking skill. Also, the correlation analysis conducted to determine the relationship between analyses analytical thinking skill and scientific argumentation. The results indicate that there is a statistical significant relationship between the analytical thinking skill and scientific argumentation.
Making Sense of Place: Place Anchors and Educational Potentials
Author: Ho, Yi Chien Jade
Date: 2020-00-00
Type: Journal Articles
Subjects: Place Based Education,Teaching Methods,Feminism,Females,Minority Groups,Guidelines,Reflective Teaching,Asians,Critical Theory,Immigrants,Land Settlement,Foreign Policy,Mobility,Power Structure,Memory,Foreign Countries

Place is often seen as a location of meaning. But whose meaning fills the location? Who defines meaning? What kind of meaning do we seek? These questions inadvertently call on place-based education to reflect on the often-unexamined meaning of place prevailing in the field. This paper draws substantially on the work of critical feminist geographies and the author's own experience as a transient woman of colour to explore the diverse thoughts on and framing of place and to reveal how place is conceived, perceived, and lived through interrelated place anchors. The paper proposes this framework of place anchors in hopes that educators will have an entry point to critically reflect on and understand place as they/we engage in various place pedagogies.
Research Attitudes, Motivations, and Challenges of STEM Education Researchers
Author: Landicho, Christoper Jan B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Researchers,STEM Education,Teacher Researchers,Teacher Attitudes,Teacher Motivation,Barriers,Teaching Load,Time Management,Research Skills,Foreign Countries,Anxiety,Financial Support,Elementary School Teachers,Secondary School Teachers

The value of Science, Technology, Engineering, and Mathematics (STEM) education and the significance of conducting research motivated the conduct of this study. As teachers take on a more active role in knowledge generation, studying their research attitudes, motivations, and challenges has become more relevant and timely. This paper aimed to describe Filipino STEM education researchers based on the three aforementioned parameters. To achieve this goal, a total of 46 STEM teacher-researchers were purposively sampled to answer an online survey. Three of the responses, however, were excluded due to incomplete answers. Results revealed that the respondents held a positive outlook towards research and consider it as an avenue for professional growth. They also recognized the positive impacts of research on their teaching skills and in their students? learning experiences. Both extrinsic and intrinsic motivations were reported to be the main stimuli in doing research. Time and financial constraints, heavy workload, and lack of exposure and experience in research were some of the challenges identified by the respondents. Suggestions for future research and policy directions were provided.
Students&apos; Attitudes toward the Use of Technology in Online Courses
Author: Alharthi, Majed
Date: 2020-00-00
Type: Journal Articles
Subjects: Student Attitudes,Online Courses,Technology Integration,College Students,Distance Education,Gender Differences,Instructional Effectiveness,Handheld Devices,Affordances,Educational Technology,Technological Literacy,Usability,Student Experience

The learning environment in 21st century schools has become the focus of attention for specialists in the educational field by equipping them with the right technologies to create an attractive and interactive learning environment. The purpose of this study was to find out university students' attitudes toward technologies used in online courses and how employing these technologies benefit the learning environment. This paper reports the results of a quantitative research study examining university students' attitudes toward technologies used in online courses. A total of 496 eligible students (268 male and 228 female) participated in the online survey through Social Networking Sites (SNS). This study found that, because of the complexity of the technologies used in these online courses, university students experienced difficulties using these tools and needed additional experience prior to their use in the online courses. The findings revealed that the most activities used in online courses in universities have largely focused on reading materials and online discussion forums, unlike other activities such as audio, social networking, online conferencing and games has not been widely used.
What Youth with Special Needs in Juvenile Justice Say about Reentry: Listening to Their Voice
Author: Mathur, Sarup R.
Date: 2020-11-00
Type: Journal Articles
Subjects: Juvenile Justice,Delinquency,Youth,Youth Programs,At Risk Persons,Recidivism,Institutionalized Persons,Special Needs Students,Reentry Students,Transitional Programs,Program Effectiveness,Student Attitudes,Barriers,Students with Disabilities,Influences

The purpose of this study was to listen to what youth with special needs in juvenile justice (JJ) settings say they need to be successful during reentry. The three instruments used to gain an understanding of their perspectives on reentry and their perceptions of barriers include (a) intake interviews, (b) focus groups, and (c) semi-structured post-release interviews. Major themes shared are related to reentry programming, post-release transition activities, barriers to success, influences, and outcomes. This article also notes the differences between productively engaged and not productively engaged youth. Finally, the article discusses implications of these findings on transition programming and reentry practices for youth and JJ settings.
A Room with a VUI -- Voice User Interfaces in the TESOL Classroom
Author: Kent, David
Date: 2020-07-00
Type: Journal Articles
Subjects: Assistive Technology,Technology Uses in Education,Second Language Learning,Second Language Instruction,English (Second Language),Affordances,Interaction,Communication Skills,Listening Skills

Disruptive technologies have seen how students interact with their teachers, how we as teachers now prepare and provide learning, and how we might best incorporate artificial intelligence into the classroom. To this end, the pedagogical affordances offered by the voice-user interface of digital assistants is explored. Instructional strategies supported by examples are then provided, along with means for actioning their use in the classroom and evaluating their appropriateness and viability for enhancing language learning.
Digital Literacy of STEM Senior High School Students: Basis for Enhancement Program
Author: Baterna, Hazel B.
Date: 2020-00-00
Type: Journal Articles
Subjects: STEM Education,High School Students,Foreign Countries,Gender Differences,Individual Differences,Information Literacy,Technological Literacy,Media Literacy,Student Characteristics,Curriculum Development

Digital literacy promotes students' competitiveness and better opportunity in today's digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering &amp; mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students' digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.
Digital Storytelling Experiences of Social Studies Pre-Service Teachers
Author: Yigit, E. Özlem
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,Video Technology,Story Telling,Social Studies,Preservice Teachers,Student Attitudes,Film Production,Student Motivation,21st Century Skills,Multimedia Materials

The purpose of the present study is to determine the pre-service social studies teachers' opinions about digital storytelling process that they were experienced. Mainly, their attitudes towards learning and teaching are tried to determine according to their opinions after their digital storytelling experiences. This study employed an Interpretative Phenomenological Analysis (IPA) as a framework. Pre-service teachers were encouraged to create their own digital stories by telling the story along with the pictures through programs like windows movie maker, IMovie and so on. Data were collected through a survey and with semi-structured face to face interviews. A survey developed by researcher was given to all students who were enrolled to the democracy and human rights course in 2018-2019 fall term and a total of 37 students completed it. Six pre-service social studies teachers in the group were selected for face to face interviews depending on their answers to survey questions. Three of them who generally stated most positive views towards the digital storytelling process and other three who generally reflected the challenges and difficulties during the process were interviewed.
Implementation of the Instructional Practices Inventory-Technology Process with Fidelity: The Impact on Technology Use and Student Cognitive Engagement
Author: Wallace-Spurgin, Mekca
Date: 2018-00-00
Type: Journal Articles
Subjects: Rural Schools,Small Schools,High Schools,Educational Technology,Technology Integration,High School Teachers,Teacher Collaboration,Technological Literacy,Teaching Methods,Program Implementation,Learner Engagement,Online Searching,Barriers,Cooperative Learning

In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. Data collected the first year using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. Year two IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool.An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which are associated with higher-levels of cognitive engagement.
Technology Professional Development and Mathematics Achievement: The Change over the Years
Author: Gokbel Elif N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Faculty Development,Mathematics Achievement,Teacher Competencies,Technological Literacy,Program Effectiveness,Grade 8,Mathematics Teachers,Educational Technology,Technology Uses in Education

Teacher professional development is considered as one of the key factors for improving the quality of teaching and learning. This study aimed to investigate teachers' participation in technology professional development across the states between 2005 and 2015. The present study explored the differences in students' mathematics achievement scores based on those students' teachers' participation in technology professional development. Findings indicated that teachers in Alabama, Florida, Indiana, and Minnesota showed higher participation in technology professional development than the national average. When eighth-grade mathematics teachers substantially learned about instructional use of technology in professional development programs over the years, the average mathematics achievement scores in 2015 were significantly higher than the scores in 2005. Also, the students of those teachers who reported high participation in technology professional development in the years 2009 and 2015 had significantly higher students' mathematics achievement scores compared to those teachers who reported not participating at all.
Effects of Audio-Visual Social Media Resources-Supported Instruction on Learning Outcomes in Reading
Author: Olagbaju, Oladotun O.
Date: 2020-00-00
Type: Journal Articles
Subjects: Social Media,Outcomes of Education,Instructional Effectiveness,Grade 11,High School Students,Foreign Countries,Teaching Methods,Reading Achievement,English (Second Language),Second Language Learning,Second Language Instruction,Audiovisual Instruction,Reading Interests,Retention (Psychology),Pretests Posttests,Reading Comprehension

Perennial poor performance in English language in public examinations has been linked to the proliferation of social media tools in the classroom. However, contrary to the general belief that social media hinders learning and distracts learners' attention, this study attempted to improve the quality of instruction through social media-supported audio-visual resources in teaching reading comprehension. Pretest, posttest, control group, quasi-experimental research design was adopted for the study and participants were randomly selected from intact Grade 11 classes in two educational provinces in the Gambia. Data were analyzed using inferential statistics, results show a significant main effect of treatment on students' interest and achievement in reading comprehension. There were recommendations on how to support language instruction using social media.
e-Learning Objects Designing Approach for Programming-Based Problem Solving
Author: Basuhail, Abdullah
Date: 2019-00-00
Type: Journal Articles
Subjects: Electronic Learning,Programming,Problem Solving,Postsecondary Education,Resource Units,Educational Technology,Animation,Computer Graphics,Curriculum Development,Curriculum Implementation,Teaching Methods

Problem solving techniques are one of the primary topics introduced to the computing and information technology students in tertiary education. In general, those techniques are presented using a collection of traditional tools, such as texts, graphs, illustrations, procedural steps, pseudocodes, algorithms, and flowcharts. In many cases, there is no direct link between problem-solving from one side and the techniques and the programming structures used from the other side. This paper presents an approach that exploits computer interactive animations and graphics to implement learning objects for teaching and learning problem-solving based on computer programming. The main feature of this approach is its smoothness in associating the programming concepts and structures provided to the solution of a designated problem. Moreover, the developed learning objects are featured by the characteristic of reusability and possibility of inclusion in e-learning systems. The designed learning object can function as a workable hands-on model for the learners to get experience in programming. The technique we developed for the design and implementation of the learning objects for programming-based problem-solving can be utilized in other problem-solving disciplines.
Implementing Technology: Measuring Student Cognitive Engagement
Author: Wallace-Spurgin, Mekca
Date: 2020-00-00
Type: Journal Articles
Subjects: Technology Integration,Learner Engagement,Cognitive Processes,High School Students,Teacher Collaboration,Curriculum Implementation,Teaching Methods,Student Experience,Teaching Experience,Measures (Individuals),Data Collection,Evaluation Methods,Thinking Skills

In an effort provide access to devices and prepare students for the future, a small rural high school committed to becoming a high-tech school. However, data collected using the IPI-T process suggested teachers were typically the users of the technology, students were often disengaged, and teachers were asking students to participate in lower-order surface activities. Missing from the process was the implementation of the faculty collaborative sessions. The year after the initial rollout of the devices, IPI-T data was collected three times. Additionally, faculty collaborative sessions were planned and facilitated within one week of collection data. Participating in each faculty collaborative session, teachers (a) became familiar with the IPI-T Rubric and Protocols, (b) analyzed and discussed the data, (c) identified high-quality examples of student learning that foster student engagement with technology, (d) designed high-quality lessons that foster student engagement with technology, (e) compared longitudinal data and set goals for future data collection using the IPI-T tool. An analysis of the data revealed when implementing the IPI-T process with fidelity teacher and student technology use increased as did student cognitive engagement when using technology. In addition, it was found that students use technology for information searches the majority of the time rather than media development or to collaborate among peers for example, which is associated with higher-levels of cognitive engagement.