ethanporcaro/eric-fulltext-meta huggingface dataset:
Can Schools Engage Students? Multiple Perspectives, Multidimensional School Climate Research in England and Ireland
Author: Sampermans, Dorien
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Environment,Citizen Participation,Elections,Socialization,Structural Equation Models,Questionnaires,Citizenship Education,Democratic Values,National Surveys,Observation,Secondary School Students,Statistical Analysis,Teacher Student Relationship,Peer Relationship

Purpose: This article assesses how different aspects of the school climate relate to students' intended future electoral engagement. Until now, political socialization researchers found evidence for a relation between formal citizenship education in school and students' participation levels. There is less consensus, however, in how multiple aspects of informal political socialization can contribute to individuals' participatory acts. Method: To learn more about several aspects of informal political socialization and their relevance for student intended electoral participation this work draws on educational sciences and political socialization literature and focuses on multiple dimensions of school climate (cf. Konold, 2014; Lenzi, 2014) and their relationship to future electoral engagement. We rely on the English and Irish International Civic and Citizenship Survey (ICCS) 2009 data to operationalize multiple dimensions of the school climate. We estimate a structural equation model in which school climate is measured by indicators based on student and teacher questionnaire data aggregated at the school level. The relationship between multiple dimensions of school climate and student future electoral participation is tested. Findings: We find that in order to engage students in voting; schools should focus not only on the formal curriculum but also on more informal aspects (the school climate). Implications for research, policy, and practice are discussed.
Effects of Analytical and Holistic Scoring Patterns on Scorer Reliability in Biology Essay Tests
Author: Ebuoh, Casmir N.
Date: 2018-00-00
Type: Journal Articles
Subjects: Holistic Approach,Scoring,Essay Tests,Biology,Science Teachers,Science Tests,Correlation,Control Groups,Secondary School Students,Writing Evaluation,Statistical Analysis,Reliability,Evaluators,Foreign Countries,Quasiexperimental Design

Literature revealed that the patterns/methods of scoring essay tests had been criticized for not being reliable and this unreliability is more likely to be more in internal examinations than in the external examinations. The purpose of this study is to find out the effects of analytical and holistic scoring patterns on scorer reliability in biology essay tests in Enugu Education Zone of Enugu State. Post-test only control group design was used. All the 212 Biology teachers from the thirty one secondary schools in Enugu Education Zone of Enugu State were used. The researcher constructed Biology essay test (BET) with scoring guide on biology essay tests (SGBET) for data collection. The research question was answered using Pearson's Product moment correlation coefficient (r). The hypothesis was tested using t-test. The results showed that the use of the holistic scoring pattern was found to be the most reliable followed by analytical scoring pattern. Recommendations were made based on the findings of the study.
Leyla and Mahmood--Emotions in Social Science Education
Author: Blennow, Katarina
Date: 2018-00-00
Type: Journal Articles
Subjects: Social Sciences,Teaching Methods,Emotional Response,Political Attitudes,Interviews,Video Technology,Observation,Doctoral Dissertations,Correlation,Ethnography,Student Attitudes,International Law,War,Terrorism,Personal Narratives,Civil Rights,Foreign Countries,Classroom Communication,Periodicals,Secondary School Students

Purpose: The paper explores what emotions do in social science education through two specific cases and discusses the relation between emotion and politicization in the subject education. Method/approach: The cases are selected from an on-going dissertation project that uses interviews, video and observations in examining how social science education is played out in practice, with a focus on the students. Inspired by Sara Ahmed, emotion is seen as relational. Findings: Seeing emotions as relational makes it possible to capture a dynamic in the classroom that brings a complexity to a discussion on social science education. There is a relation between emotion and politicization; in the two cases, emotion signals that a subject matter or situation is contested.
Civic Education under Pressure? A Case Study from an Austrian School
Author: Schild, Isabella
Date: 2018-00-00
Type: Journal Articles
Subjects: Civics,Case Studies,Propaganda,Foreign Countries,Political Attitudes,Public Officials,Antisocial Behavior,Educational Environment,Role,Teacher Attitudes,Student Attitudes,Censorship,Educational Objectives,Educational Principles

When the politician Roman Haider of the party Freiheitliche Partei Österreichs (FPÖ--Freedom Party of Austria) caused the interruption of a lecture about political extremism in an Austrian school in spring 2017, a heated debate erupted over the place of politics in school education. While Haider accused the lecturer of political propaganda, teachers, students and political opponents were upset about this seeming act of censorship. The controversy raises important questions over the aims and principles of civic education, which will continue to engage teachers and educationalists.
From Liberal Acceptance to Intolerance: Discourses on Sexual Diversity in Schools by Portuguese Young People
Author: Santos, Hugo
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Student Diversity,Sexual Orientation,Sexual Identity,Homosexuality,Social Bias,Peer Acceptance,Focus Groups,Discourse Analysis,Social Discrimination,Educational Environment,Democracy,Inclusion,Bullying,Qualitative Research,Data Analysis,Participant Observation,Ethnography

Purpose: This article explores different strands of educational discourse about sexual diversity in Portuguese schools, from the students' perspectives. Method: The methodological approach consisted in conducting focus groups discussions: 36 with 232 young students (H = 106, M = 126) in 12 public secondary schools. Findings: Students reveal a polyphony of discourses that gravitate between liberal acceptance, conditional acceptance and intolerance. Research implications: Attention is drawn not only to discriminatory processes that question school as a democratic place for LGBT youth, but also to the gap between what is legally decreed and a lack of know-how in the approach to sexual diversity in school.
Creating Democratic Class Rooms in Asian Contexts: The Influences of Individual and School Level Factors on Open Classroom Climate
Author: Kuang, Xiaoxue
Date: 2018-00-00
Type: Journal Articles
Subjects: Democratic Values,Classroom Environment,Classroom Techniques,Individual Characteristics,Institutional Characteristics,Student Characteristics,Asians,Regression (Statistics),Student Attitudes,Teacher Student Relationship,Student Experience,Citizen Participation,Predictor Variables,Cultural Influences,Socioeconomic Background,Controversial Issues (Course Content),Middle School Students,Student Surveys,Foreign Countries,Statistical Analysis

Purpose: Literature indicates that open classroom climate (OCC) is a positive influence on civic outcomes. Few studies have explored factors that appear to facilitate OCC. Most research on OCC has focused on Western countries. The emphasis has been on individual student characteristics related to OCC with little attention made to school level effects. The purpose of the present study was to investigate both individual and school level influences on OCC using Asian student samples. Methodology: Data were drawn from the five Asian societies that participated in the 2009 International Civics and Citizenship Education Study. Multilevel regression analysis was used to test individual and school level relationships in the data. Findings: There were significant differences among the five societies with regard to student perceptions of OCC. At the individual level, results showed the importance of good student-teacher relationships, students' discussion experiences outside school, and civic participating at school for promoting OCC. Civic knowledge and self-efficacy were positively related to OCC in four Asian societies. The roles of school level predictors differed from society to society, some predictors even working in the opposite direction. Different cultural contexts, local policies, and school system characteristics might account for these differences.
Youth Political Engagement in Australia and the United States: Student Councils and Volunteer Organizations as Communities of Practice
Author: Homana, Gary A.
Date: 2018-00-00
Type: Journal Articles
Subjects: Citizen Participation,Political Attitudes,Foreign Countries,Correlation,Communities of Practice,Gender Differences,Statistical Analysis,Secondary School Students,Student Attitudes,Extracurricular Activities,Student Government,Volunteers,Organizations (Groups),Voting,Cross Cultural Studies,Trust (Psychology),Democracy

Purpose: Lave and Wenger's Communities of Practice is presented as a conceptual framework for examining extracurricular activities as a part of democratic schools' contribution to students' civic engagement. Data from the IEA Civic Education Study is analyzed to investigate research questions on the association between participation in two civic communities of practice (student council and volunteer organizations) and two types of expected adult political participation as well as trust in political institutions in Australia and the United States. Method/approach: The methodology examined data from students in nationally representative samples of schools that surveyed 14-year-olds in 1999. This was the most recent large scale study of civic education in which these two countries participated. Analysis of variance examined main effects and statistical interactions, especially by gender. Findings: Findings were that in both countries, participation in the two civic communities of practice was associated with higher levels of trust in political institutions and greater expectations to become an informed voter and an active citizen. The results also suggest that male and female students in the United States experience these communities of practice in different ways. Practical advantages to encouraging democratic communities of practice are important to the experience of democracy at school.
A Taxonomy of Asynchronous Instructional Video Styles
Author: Chorianopoulos, Konstantinos
Date: 2018-02-00
Type: Journal Articles
Subjects: Video Technology,Educational Technology,Technology Uses in Education,Taxonomy,Teaching Methods,Asynchronous Communication,Lecture Method,Large Group Instruction,Online Courses

Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video post-production. Previous work evaluated the effectiveness of several production styles, but there has not been any consistent taxonomy, which would have made comparisons and meta-analyses possible. Therefore, we need a taxonomy of instructional video formats that facilitates the understanding of the landscape of available instructional video production styles. For this purpose, we surveyed the research literature and examined contemporary video-based courses, which have been produced by diverse educational organizations and teachers across several academic disciplines. We organized instructional video styles in two dimensions according to the level of human presence and to the type of instructional media. In addition to organizing existing instructional videos in a comprehensive way, the proposed taxonomy offers a design space, which should facilitate choice, as well as the preparation of novel video formats.
Administrators&apos; Perceptions of Motives to Offer Online Academic Degree Programs in Universities
Author: Özcan, Hakan
Date: 2018-02-00
Type: Journal Articles
Subjects: Administrator Attitudes,Academic Degrees,Universities,Foreign Countries,Bachelors Degrees,Qualitative Research,Semi Structured Interviews,Distance Education,Research Methodology,Electronic Learning,Online Courses,Associate Degrees,Administrators,College Bound Students,College Students

Although the number of online academic degree programs offered by universities in Turkey has become increasingly significant in recent years, the current lack of understanding of administrators' motives that contribute to initiating these programs suggests there is much to be learned in this field. This study aimed to investigate administrators' perceptions of motives for offering online academic degree programs in universities in Turkey in terms of online associate degree programs, online master's degree programs, online bachelor's degree completion programs, and online bachelor's degree programs. A qualitative research method was employed for this study. Semi-structured interviews were conducted with 16 administrators from different universities' distance education centers in Turkey and thematic analysis was applied to the data. The research found that administrators' motives for offering online academic degree programs mainly involve in answering to the high demand of prospective students. Six major themes were identified with regard to influencing factors for administrators' motives: demands for programs, mission to support education, readiness of infrastructure, teaching staff as well as applicability of content, overcoming the shortage of classroom space and teachers, obtaining revenue, and gaining prestige.
An Analysis of Learners&apos; Intentions toward Virtual Reality Learning Based on Constructivist and Technology Acceptance Approaches
Author: Huang, Hsiu-Mei
Date: 2018-02-00
Type: Journal Articles
Subjects: Computer Simulation,Information Systems,Technology Uses in Education,Intention,Constructivism (Learning),Foreign Countries,Undergraduate Students,Student Surveys,Student Attitudes,Questionnaires,Learning Motivation,Self Efficacy,Electronic Learning,Simulated Environment,Factor Analysis,Statistical Analysis

Within a constructivist paradigm, the virtual reality technology focuses on the learner's actively interactive learning processes and attempts to reduce the gap between the learner's knowledge and a real-life experience. Recently, virtual reality technologies have been developed for a wide range of applications in education, but further research is needed to establish appropriate and effective learning techniques and practices to motivate meaningful learning. Results showed that perceived self-efficacy and perceived interaction are two crucial factors affecting perceived ease of use, perceived usefulness and learning motivation. Furthermore, learning motivation is also a predictor to affect perceived usefulness. After that, perceived ease of use, perceived usefulness, and learning motivation are three important factors affecting learner intention to use the virtual reality learning environment.
A Sharing Mind Map-Oriented Approach to Enhance Collaborative Mobile Learning with Digital Archiving Systems
Author: Chang, Jui-Hung
Date: 2018-02-00
Type: Journal Articles
Subjects: Archives,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Teaching Methods,Cognitive Processes,Student Participation,Cooperative Learning,Student Motivation,Grade 6,Experimental Groups,Control Groups,Program Effectiveness,Conventional Instruction,Comparative Analysis,Graphs,Geography,Elementary School Students,Pretests Posttests,Information Management,Foreign Countries,Statistical Analysis

With the advances in mobile network technology, the use of portable devices and mobile networks for learning is not limited by time and space. Such use, in combination with appropriate learning strategies, can achieve a better effect. Despite the effectiveness of mobile learning, students' learning direction, progress, and achievement may differ. Thus, the enhancement of learners' opinions on the usability and interactivity during mobile learning are challenging issues to overcome. This study developed a sharing mind map-oriented mobile learning system integrated with valuable information preserved in a digital archiving system. In addition to the functions of traditional mind maps, this system also enabled students to complete and record relevant information that they had found onto the mind map and further improve the integrity of their own knowledge. To investigate the effectiveness of this teaching approach, this study added digital archive data and used mind map sharing to help learners develop knowledge. By using the proposed approach, students were able to perform self-assessment on learning content, choose appropriate learning directions, and progress according to their level of learning. At the same time, they could collaboratively learn with peers to engage themselves more deeply in their learning. That is, their learning motivation could be constantly triggered through the observations and sharing of mind maps from one to another. This study selected sixth graders as its research subjects in two classes at the school where one researcher works. There were 31 and 30 valid samples in the experimental group and control group, respectively, with a total of 61 students. The experimental group was conducted by using sharing mind map with corresponding geographical archived information to investigate the effectiveness of sharing mind map (SMM) in mobile learning; on the other hand, the control group was conducted by using a traditional learning approach. The outcomes indicate that students' learning performance could be enhanced by using archived information SMM mobile learning.
How Learners Participate in Connectivist Learning: An Analysis of the Interaction Traces from a cMOOC
Author: Wang, Zhijun
Date: 2018-02-00
Type: Journal Articles
Subjects: Interaction,Online Courses,Computer Mediated Communication,Transcripts (Written Records),Content Analysis,Social Networks,Network Analysis,Technology Uses in Education,Student Participation,Educational Technology,Higher Education,Educational Practices

In this research paper, the authors analyse the collected data output during a 36-week cMOOC. Six-week data streams from blogs, Twitter, a Facebook group, and video conferences were tracked from the daily newsletter and the MOOCs' hashtag (#Change 11). This data was analysed using content analysis and social network analysis within an interpretative research paradigm. The content analysis was used to examine the technology learners used to support their learning while the social network analysis focused on the participant in different spaces and their participation patterns in connectivist learning. The findings from this research include: (1) A variety of technologies were used by learners to support their learning in this course; (2) Four types of participation patterns were reveled, including unconnected floaters, connected lurkers, connected participants, and active contributors. The participation of learners displays the participation inequality typical of social media, but the ratio of active contributors is much higher than xMOOCs; (3) There were five basic structures of social networks formed in the learning; and (4) The interaction around topics and topic generation supports the idea of learning as network creation after the analysis of participation patterns that are based on some deep interactive topic. The aim of this study is to gain insight into the behaviors of learners in a cMOOC in an open and distributed online environment, so that future MOOCs designers and facilitators can understand, design and facilitate more effective MOOCs for learners.
Teaching Formulaic Sequences in the Classroom: Effects on Spoken Fluency
Author: McGuire, Michael
Date: 2017-00-00
Type: Journal Articles
Subjects: Phrase Structure,Teaching Methods,English (Second Language),Second Language Learning,Second Language Instruction,Language Fluency,Control Groups,Experimental Groups,Task Analysis,Oral Language,Listening Skills,Syllables,Native Speakers,Evaluators,Effect Size,Comparative Analysis,Incidental Learning,Intensive Language Courses,Pretests Posttests,Instructional Effectiveness,College Preparation,Undergraduate Study,Program Descriptions,Statistical Analysis

Formulaic sequences (FS) are frequently used by native speakers and have been found to help non-native speakers sound more fluent as well. We hypothesized that explicitly teaching FS to classroom ESL learners would increase the use of such language, which could further result in increased second language (L2) fluency. We report on a 5-week study where students in a control group (n = 8) heard authentic English and practiced speaking and listening using a task-based approach, while students in a treatment group (n = 11) did the same but also focused on noticing and using FS found in weekly topic transcripts. Measures of speech rate (syllables per minute) and mean length of run (number of syllables found in the longest stretch with no pauses) served as objective measures of fluency. Sixteen native-speaker judges assessed excerpts from pre- and posttests for subjective fluency. The number of syllables of FS (expressed as a ratio of the total number of syllables) was counted by two judges. Results found large effect sizes for group membership in all measures, with the treatment group increasing FS use and fluency to a large extent and statistically outperforming the control group on most measures. We conclude that explicitly teaching formulaic sequences may lead to increased use of such phrases and also increased fluency.
Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments
Author: Kocdar, Serpil
Date: 2018-02-00
Type: Journal Articles
Subjects: Help Seeking,Goal Orientation,Reliability,Self Management,Measurement,Distance Education,Independent Study,Open Universities,Questionnaires,Student Attitudes,Factor Analysis,Physical Environment,Instructional Design,Skill Development,Foreign Countries,Item Analysis,Construct Validity,College Students,Statistical Analysis

Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in selfpaced open and distance learning courses. Participants of this study were 1279 distance learners who were part of self-paced distance learning courses in a public open and distance teaching university in Turkey. The items of the scale were prepared based on the literature review, expert opinions, and learner questionnaires. The items of the scale were reduced from 62 to 30 after expert opinions and validity and reliability analyses. For the validity of the scale, the exploratory and confirmatory factor analyses were conducted. The total variance was found to be 58.204%. The Cronbach's alpha coefficient calculated for the reliability of the scale was found to be 0.937. Five factors composed of goal setting, help seeking, self study strategies, managing physical environment, and effort regulation emerged in the 30-item scale. Thus, it was concluded that the scale has a high validity and reliability. This scale is intended to help teachers and instructional designers in developing strategies that will enable learners to either enhance their existing self-regulated learning skills or help them to acquire new skills in self-paced open and distance learning environments.