ethanporcaro/eric-fulltext-meta huggingface dataset:
Effect of Digital Writing Workshop Activities on Writing Motivation and Development of Story Writing Skills
Author: Aktas, Nurhan
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Writing Workshops,Technology Uses in Education,Writing Skills,Writing Attitudes,Student Motivation,Story Telling,Skill Development,Outcomes of Education,Instructional Effectiveness,Elementary School Students,Experimental Groups,Control Groups,Writing Improvement,Text Structure,Sentences

The aim of this study is to determine the effect of digital writing workshop activities on fourth grade primary students' story writing skills and writing motivation. The study was carried out in Ankara province during the 2017-2018 academic year. A true experimental design, one of the quantitative research methods, was used in the study. The study group of the research consisted of a total of 30 students (15 in the experimental group and 15 in the control group) studying in the fourth grade of primary school. The Motivation to Write Scale, the Story Elements Evaluation Scale, and the 6+1 Analytical Writing and Evaluation Scale were used as data collection tools for the study. The experimental implementation process lasted 14 weeks. During the implementation, students were asked to write stories using a different digital platform at each stage of the writing process. In the study, t-test for independent groups and ANOVA test were used for the data analysis. The SPSS software program was used for analysis of the data. The findings obtained in the study reveal that with regard to the use of story elements by students who participated in the digital writing workshop implementation and in the dimensions of ideas, organisation, word choice, sentence fluency and spelling in their stories, there was a significant difference in favour of the experimental group. This situation reveals that the digital writing workshop implementation was effective for the improvement of the students' story writing skills. However, it was determined that there was a significant decrease in the writing motivation scores of the experimental group students who participated in the digital writing workshop, whereas there was no significant change in the writing motivation scores of the students in the control group. This situation reveals that, contrary to expectations, the digital writing workshop activities decreased the students' writing motivation.
Multicultural Competence Scale for Prospective Teachers: Development, Validation and Measurement Invariance
Author: Erdem, Devrim
Date: 2020-00-00
Type: Journal Articles
Subjects: Rating Scales,Multicultural Education,Cultural Awareness,Teacher Competencies,Preservice Teachers,Test Construction,Construct Validity,Test Reliability,Factor Structure,Factor Analysis,Goodness of Fit,Error of Measurement

Purpose: This study reports on the development, validation and measurement invariance of the Multicultural Competency Scale (MCS) for pre-service teachers. Research Methods: Data from 640 pre-service teachers were collected for two studies. After data screening procedures 628 responses were left. The data were divided into two sets for exploratory factor (n1=314) and confirmatory factor analysis (n2=314) using a random split half method in SPSS. Findings: According to the results of the exploratory factor analysis, a 14-item, three-factor solution came out: awareness, skill and knowledge. Awareness subscale aims to measure the teacher's awareness of his or her own cultural affiliation. Knowledge subscale attempts to measure the teacher's willingness to learn about diverse cultures. Skill subscale intends to measures the teacher's competence to organize and adapt the educational environment and materials according to the multicultural class. Confirmatory factor analysis indicated that the three-factor oblique model was a good fit to the data. The subscales of the MCS demonstrated adequate internal consistency. Measurement invariance tests revealed that full configural, metric, scalar invariance and partial strict invariance were achieved across gender. Implications for Research and Practice: Validity and reliability analysis of the scale suggest that the MCS-14 has satisfactory psychometric features. Thus, the MCS can be utilized to diagnose pre-service teachers' multicultural competency and to investigate changes in their strengths and weaknesses in multicultural competency during the training. The MCS enables pre-service teachers to self-assess and to recognize their position of multicultural competence. The MCS also allows researchers to predict teachers' future success in diverse classrooms.
A Meaningful and Useful Twofer: Enhancing Honors Students&apos; Research Experiences While Gathering Assessment Data
Author: Senter, Mary Scheuer
Date: 2020-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Honors Curriculum,Student Research,Data Collection,Research Methodology,Program Evaluation,Experiential Learning,Social Science Research

Engaging students in assessment practice benefits honors students, faculty, and administrators. Students gain meaningful research experience while honors programs receive data to help assess student learning and prepare for program review. A one-semester course, Program Evaluation Experiences, tasks students (n = 10) with collecting and analyzing data from peers and faculty and then articulating its value for their personal academic development. Qualitative and quantitative instruments and measures include an online survey (&quot;Qualtrics&quot;), personal interviews (&quot;Rev&quot;), and focus groups (rev, n = 30). Students complete various analyses of data using &quot;SPSS&quot; and &quot;NVivo.&quot; Results indicate that students' active participation in applied research methods for program assessment benefits both student and program and, because anchored in student experience, helps to reveal data that might otherwise remain unexpressed. The author asserts that this type of hands-on learning provides honors students with a wide range of practical experience not offered in non-honors curricula. A short history of program assessment in honors is provided.
Pre-School and Primary School Pre-Service Teachers&apos; Attitudes towards Using Technology in Music Education
Author: Atabek, Oguzhan
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Student Attitudes,Preservice Teachers,Preschool Teachers,Elementary School Teachers,Music Education,Teaching Methods,Gender Differences,Background,Student Experience,Age Differences,Foreign Countries

Purpose: The present study aims to develop a valid and reliable scale that measures attitude towards using technology in music education and to investigate pre-school and primary school pre-service teachers' attitudes towards using technology in music education concerning their demographic variables and musical experiences. Research Methods: A total of 640 students studying in pre-school and primary education departments at a public university in Turkey participated in this research (N=640). Data were collected using a questionnaire for collecting the demographic information and the musical background of the respondents in addition to Attitude towards Using Technology in Music Education Scale, which was developed by the researchers in this study. Findings: Analyses resulted in an 8-item Attitude towards Using Technology in Music Education Scale with a Cronbach's a of 0.931. Confirmatory factor analysis demonstrated a statistically significant model fit to the data with six indices indicating a good fit and three indicating a substantial fit. Attitude towards using technology in music education did not show any significant difference concerning gender and musical background. However, primary school pre-service teachers had a more positive attitude than those of pre-school pre-service teachers. Finally, age correlated with the attitude towards using technology in music education. Implications for Research and Practice: Attitude towards Using Technology in Music Education Scale is a valid and reliable research instrument. Having more experience in using technology or perceiving that the future profession and instructional program at the universities necessitate the use of technology improves attitude towards using technology. Positive attitudes of pre-service teachers, who feel themselves inadequate about using their voice and instruments, and have inadequate musical experience, maybe due to their belief that they will be able to compensate for these deficiencies in music with the opportunities offered by technology.
An Outreach Activity Teaching Cub Scouts about the Human Body
Author: Kumar, Vishnu P.
Date: 2020-04-00
Type: Journal Articles
Subjects: Youth Clubs,Males,Organizations (Groups),Extracurricular Activities,Learning Activities,Human Body,Computer Simulation,Pretests Posttests,Teaching Methods,Educational Technology

Possessing awareness about the human body is important for the maintenance of good health. To increase such awareness in children's daily lives, we developed and implemented a two-hour activity session for a group of nine Cub Scouts. Three graduate students, one undergraduate student, and one high school student assisted faculty during this session. The children were given a presentation about the human body using an Anatomage Table and models of the heart, lungs, liver, kidney, muscle, and ear. The Cub Scouts were given a brief quiz before and after the session in order to evaluate the impact of the intervention on students' knowledge. The post-test score was 8% higher than the pre-test score (p&lt;0.05), suggesting that the introduction to the human body was helpful in enhancing Cub Scouts' learning. This project also allowed high school, undergraduate, and graduate students to communicate anatomy with young children at their level.
The Investigation of the Level of Fulfilment: The Basic Needs of Architecture Students
Author: Kilicaslan, Hare
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Architectural Education,Undergraduate Students,Student Needs,Student Attitudes,Gender Differences,Grade Point Average,Educational Attainment,Parent Background,Academic Achievement,Measures (Individuals),Place of Residence,Correlation,Foreign Countries

Purpose: In order to improve the quality of education, it is important to identify the basic needs of first-year students who receive architectural education. The objective of this research was to investigate the level of basic needs satisfaction of first-year students receiving education in the architecture department. Research Methods: In this research, a relational screening model, which is one of the general survey models, was used. Students' perception in terms of satisfaction of basic needs was measured with University Students' Basic Needs Scale. Moreover, information related to socio-demographical characteristics was collected via the Personal Information Questionnaire. Findings: Research findings indicated that the satisfaction levels of basic needs of architecture students participating in the research were generally above 4, which was the neutral score level. The lowest satisfaction level for all five basic needs was determined to be related to the survival need. Furthermore, it was concluded that students' perception in terms of basic need satisfaction significantly differed with respect to their academic grade points, genders, the residential units where they mostly resided and educational status of their parents. Implications for Research and Practice: Depending on the class level, it may be ensured that more comprehensive evaluations are made about the students' perceptions of needs. In new studies, other variables that might have an effect on basic needs satisfaction may also be included.
The Factors Predicting Pre-Service Teachers&apos; Achievement in Teacher Training Classrooms
Author: Ozudogru, Melike
Date: 2020-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Predictor Variables,Student Characteristics,Learning Readiness,Gender Differences,Blended Learning,Academic Achievement,Self Management,Foreign Countries,Public Colleges

Purpose: This study aimed to predict the achievement of pre-service teachers majoring in education through some learner characteristics like gender, self-directed learning readiness dimensions, and course context (being in the flipped learning class and traditional teaching classes). Research Methods: This study employed a relational survey research design and involved 271 pre-service teachers who were selected according to the purposive sampling method. Data were collected by implementing an achievement test and Self-directed Learning Readiness Scale and analyzed through the Hierarchical Multiple Linear Regression procedure. Findings: The findings of the study showed that in the first model, gender and desire for learning predicted the achievement of pre-service teachers. The second model revealed that being in a flipped learning class predicted the academic achievement of pre-service teachers than being in any other classes taught according to traditional teaching principles. Implications for Research and Practice: It is suggested that pre-service teachers are provided with opportunities to apply what they have learned theoretically. Also, it may be suggested that instructors include various computer applications, software, games, and videos from YouTube to increase the pre-service teachers' desire to learn. Lastly, for further studies, it may be suggested to include different variables in predicting the achievement of pre-service teachers.
Clickers in a Community College Classroom: An Initial Foray into Community College Biology Education Research
Author: Djerdjian, Nancy Traiser
Date: 2020-04-00
Type: Journal Articles
Subjects: Science Instruction,College Science,Community Colleges,Two Year College Students,College Faculty,Educational Research,Audience Response Systems,Educational Technology,Teaching Methods,Group Discussion,Peer Teaching,Science Achievement,Anatomy,Physiology,Tests,Scores,Instructional Effectiveness

One strategy to transform the high attrition rates among community college (CC) students is for CC instructors to utilize the teaching practices shown to most likely lead to student success. CC students and faculty are underrepresented in biology education research (BER), with only 3% of BER articles addressing CC-specific issues (Schinske et al. 2017). This study examines whether the addition of an electronic student response system (SRS), and its proposed ability to facilitate group discussion, would enhance the effects of peer instruction on student performance in a community college anatomy and physiology course. Unit exam scores of students utilizing clickers vs. written responses were compared to determine if the addition of clicker technology to peer instruction increased performance. A MANOVA test revealed no significant differentiation in exam scores between groups. This implies that CC students may respond dissimilarly to previously studied students and that more educational research must be done at community colleges.
Community College Anatomy and Physiology Education Research: Conducting Research Where It Ought to Be Done
Author: Jensen, Murray
Date: 2020-04-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Educational Research,Evidence Based Practice,Anxiety,Self Efficacy,Teaching Methods,College Faculty,Student Centered Learning,Anatomy,Physiology,Teacher Researchers,Barriers,Mentors

Evidence Based Instructional Practices (EBIPs) have been shown to increase student engagement in college classrooms. Education research conducted to date on the effectiveness of these EBIPs and their impact on students' has largely focused on four-year and research-intensive institutions, and community colleges represent a significant gap in the literature. The NSF-funded Community College Anatomy and Physiology Education Research (CAPER) project has attempted to narrow that knowledge gap through instruction, mentoring, and research support teams. To date, two cohorts of community college instructors (six participants each year) have participated in an online course on education research, which culminates in the completion of a research proposal. Participants receive coaching and mentorship through the development and implementation of their research projects at their respective institutions. Data collected to date measures the impact that each EBIP has on student anxiety and academic self-efficacy. The purpose of CAPER is not only to gather data on the EBIP implementation and effectiveness in community college classrooms, but also to gather data on long-lasting change in instructional methods used by community college instructors engaging in this research. Through this research, we are contributing to the body of literature that is currently lacking representation of community college populations. In addition, we are identifying tools and resources that may increase the likelihood that community college faculty will engage in student-centered learning techniques in their classrooms.
A Follow-Up Study on the Metaphoric Perception of Secondary School Students from TEOG to LGS
Author: Tagrikulu, Pinar
Date: 2020-06-00
Type: Journal Articles
Subjects: Secondary School Students,Student Attitudes,Figurative Language,Student Adjustment,High Schools,Attitude Change,Foreign Countries,Standardized Tests,Student Placement,Grade 8,Educational Change,Anxiety,Positive Attitudes

This study aims at determining what kind of images represent the practices of TEOG and LGS in the minds of students during the transition from secondary to high school. It attempts to reveal through comparisons conducted whether any metaphorical change occurred in the minds of students during the transition from TEOG to LGS. A data gathering technique through metaphors from qualitative research methods was used in gathering data in this study, carried out with the participation of 187 students in 2017 and 189 students in 2018 at three secondary schools in Samsun, Turkey. The data gathered was analysed using the steps of coding and sorting, compiling a sample metaphor image, category development, validity and reliability. It was observed that exam change did not cause any change concerning the metaphors used by students in defining the exam as a result of the comparison of metaphors regarding both the above mentioned exams.
Participatory Monitoring and Evaluation for Quality Programs in Higher Education: What Is the Way for Uganda?
Author: Mayanja, Christopher Samuel
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Quality,Intervention,Public Sector,Evaluation Methods,Guidelines,Program Evaluation,Quality Assurance,Higher Education,Role,Foreign Countries,Program Effectiveness,Barriers,Institutional Characteristics,Policy Analysis,Participation

Participatory monitoring and evaluation (PME) is an approach that higher education institutions should use to ensure achievement of objectives especially quality academic programs, research, consultancies, outreach services and administrative functions. Indeed, over the past 10 years PME has gained increased prominence over more conventional approaches to monitoring and evaluation in public management, corporate management, business management and project management. PME process can enhance participation, empowerment and governance, thus enhancing the performance, efficiency and sustainability of interventions. Uganda developed a National Monitoring and Evaluation Policy for the Public sector, which provides a framework for all public sector entities to follow up their performance. However, the policy is not well disseminated and public sector entities are not sufficiently compelled to undertake participatory monitoring and evaluation as an approach. This paper analyzes the role played by PME to ensure quality programs in higher education institutes in Uganda. It draws conclusions and proposes remedy on what is still hampering effective participatory monitoring and evaluation practices in Uganda's higher education institutes.
Career Planning Scale of Students Studied in Sports Sciences (CPS): Validity and Reliability Study
Author: Eroglu, Sultan Yavuz
Date: 2020-06-00
Type: Journal Articles
Subjects: Foreign Countries,Measures (Individuals),Career Planning,College Students,Physical Education,Test Construction,Construct Validity,Test Reliability,Factor Analysis

The purpose of this study was to develop a scale towards career planning of sports sciences students. Study group consisted of 543 students who were attending in physical education and sports teaching, sports management, and coaching departments in Siirt University. Construct validity of scale was tested through factor analysis and confirmatory factor analysis. Reliability of scale was measured through Cronbach Alpha and test-retest test. Discrimination of scale was tested between down %27 and up %27. Correlation analysis was made between scale factors. In order to calculate the reliability of 23 items in Career Planning Scale, Cronbach Alpha which is a inner consistency coefficient was calculated. General reliability of scale were found to be high as alpha=0.885. Analysis results have demonstrated that adjustment statistics calculated through confirmatory factor analysis showed a significant adjustment and positive correlations were determined between scale sub-dimensions and general scores as a result of correlation analysis (p&lt;0,05).
The Impact of a Bookend Think-Pair-Share Intervention on Anxiety and Student Collaboration in a Community College Human Physiology Course
Author: Farr, Melaney Birdsong
Date: 2020-04-00
Type: Journal Articles
Subjects: Community Colleges,Two Year College Students,Physiology,Anatomy,Anxiety,Peer Teaching,Science Instruction,Active Learning,Cooperative Learning,Science Achievement,Grades (Scholastic),Outcomes of Education

Pre-clinical community college students represent a unique population with varied academic backgrounds and levels of preparedness. Addressing the needs of this population is important for issues of access, equity, and diversity in higher education. As part of a larger National Science Foundation (NSF) funded Community College Anatomy and Physiology Education Research (CAPER), this study aimed to investigate the impact of an active learning technique on student anxiety, student collaboration, and final course grades. We introduced a bookend think-pair-share (TPS) active learning technique into a traditional community college human physiology lecture. The study found an increased likelihood of collaboration, a slight increase in final grades, a slight decrease in social anxiety, and a significant decrease in anxiety regarding five of eight specific teaching practices following the bookend TPS intervention.