ethanporcaro/eric-fulltext-meta huggingface dataset:
An Inquiry Perspective on Statistics in Lower Secondary School in Denmark and Japan--An Elaboration and Modelling of the Anthropological Theory of the Didactic through Two Statistics Classrooms
Author: Østergaard, Camilla Hellsten
Date: 2022-00-00
Type: Journal Articles
Subjects: Inquiry,Statistics Education,Secondary School Students,Foreign Countries,Cultural Influences,Problem Solving,Questioning Techniques,Student Centered Learning,Comparative Education,Lesson Plans,Learning Activities

We present a detailed analysis of two statistics lessons in lower secondary school, one in Denmark and the other in Japan. The aim of the study is to better understand how inquiry perspectives are implemented in statistics education and what cultural factors shape them. In particular, we draw on the theoretical framework of the Anthropological Theory of the Didactic. The first impressions of the lessons changed during the analysis, and the main differences became explicit in the two question and answer diagrams and the praxeological analysis of the lessons. The two lessons involved cases comprising an &quot;experimental activity with many questions&quot; (Denmark) and &quot;structured problem-solving&quot; (Japan), which differed on a number of points that we shall demonstrate in the analysis. We shall also discuss hypotheses on the possible causes of these differences. We emphasize that our use of question and answer diagrams offers a new way in which to distinguish various kinds of &quot;inquiry-oriented&quot; lessons.
Environmental Literacy of ISCED 2 Pupils in the Czech Republic and Slovakia
Author: Svobodová, Silvie
Date: 2022-00-00
Type: Journal Articles
Subjects: Environmental Education,Literacy,Middle School Students,Foreign Countries,Comparative Education,Cognitive Processes,Student Characteristics,Gender Differences,Age Differences,Leisure Time

Environmental literacy first emerged as a goal of environmental education in the 1960s and 1970s. The theory of environmental literacy assumes that an environmentally literate individual has adequate knowledge and attitudes and behaves in an environmentally friendly manner. Presented study focuses on the application of the modified version of the middle school environmental literacy survey research tool in the Central-European context. Its key objective is to identify the cognitive, affective, and behavioral dimensions of environmental literacy and the significance of the impact of specific demographic variables (gender, age, grade, and leisure activities), including comparative analysis between the Czech Republic and Slovakia. A statistically significant relationship was identified between affective and behavioral dimensions. All demographic variables, particularly pupil's leisure, have a significant effect. The differences between pupils of Czech and Slovak primary schools are only partial, probably because of the shared history of both countries.
Discipline Policy Reform: A Review of Oakland USD Following an OCR Investigation
Author: Robert, Catherine
Date: 2022-00-00
Type: Journal Articles
Subjects: Discipline Policy,School Districts,Minority Group Students,African American Students,Restorative Practices,Males,Discipline,Punishment,Expulsion,Suspension,Positive Behavior Supports,Educational Change,Data Collection,Racial Differences

Research demonstrates harmful effects of disparate discipline practices on outcomes for students of color. The Office of Civil Rights (OCR), under the Obama administration, significantly increased investigations under the mandate of Title VI. In this study, we examine OCR's investigation of Oakland Unified School District (OUSD) to establish the district's response following findings of disproportionality for African American students. Current OUSD discipline data indicates persistent discipline disparities remain, yet OUSD has undertaken significant reform initiatives. These initiatives include establishing Restorative Justice programs, an African American Male Achievement Program (AAMA), and extensive internal review and revision of data collection practices for disciplinary incidents. Our findings indicate that challenges to this disciplinary reform effort include data quality, training, and the district's continuing commitment to reform following the conclusion of OCR oversight.
Examining Cross-Cultural Applicability via Generalizability Theory
Author: Soysal, Sümeyra
Date: 2023-01-00
Type: Journal Articles
Subjects: Generalization,Cross Cultural Studies,Measurement Techniques,Factor Analysis,Item Response Theory,Error of Measurement,International Assessment,Comparative Analysis,Cultural Differences,Student Attitudes,Foreign Countries,Mathematics Tests,Achievement Tests,Secondary School Students

Applying a measurement instrument developed in a specific country to other countries raise a critical and important question of interest in especially cross-cultural studies. Confirmatory factor analysis (CFA) is the most preferred and used method to examine the cross-cultural applicability of measurement tools. Although CFA is a sophisticated technique to investigate various equivalence types (structural, metric, scalar and alike.), it has some limitations. In light of the classical test theory, when a measurement tool is not invariant between countries, what factors contribute to the error variance become unclear. Also, CFA reveals little as to how dimensionality of the relevant measurement tool affects measurement invariance. Hence, a fundamental focus of this study is to examine the measurement comparability or cross-cultural applicability for different countries on an international assessment using generalizability theory (G-theory) in educational science studies. With multi-faceted design, the contribution of dimensionality to error variance is examined, as well. For illustration purposes, eight scales from PISA 2012 student questionnaire dataset related to attitudes towards mathematics are used. The study is based on data from Türkiye, Finland and USA. The unbalanced multi-faceted designs are performed using G String IV. In conclusion, almost all results supported all research expectations. From the estimations of the G-theory, it can be rightly deduced cross-nationally applicability of the attitudes towards mathematics scales from these research findings.
How Distributed Leadership and Teachers&apos; Psychological Capital Influence Turnover Intention? Understanding the Mediating Role of Trust in Principal and Work Engagement
Author: Kavgaci, Hasan
Date: 2023-01-00
Type: Journal Articles
Subjects: Elementary School Teachers,Secondary School Teachers,Psychological Characteristics,Leadership Styles,Faculty Mobility,Intention,Principals,Work Attitudes,Trust (Psychology),Teacher Administrator Relationship,Foreign Countries

This study examined the relationships among school principals' distributed leadership, teachers' psychological capital, trust in the principal, work engagement, and turnover intention. The research sample consisted of 397 primary and secondary school teachers. The study employed a cross-sectional survey design using quantitative methods. Distributed Leadership Scale, Psychological Capital Questionnaire-Short Form, Utrecht Work Engagement Scale-Ultra short version, Trust in the Principal Scale, and Teachers' Intent to Move to Another School Scale were used to gather the data. Multiple mediator analysis in structural equation modeling (SEM) with the bootstrapping method was used to analyze the direct and indirect effects of dependent variables on teachers' turnover intentions. 95 % confidence intervals were calculated using 2000 samples to examine the mediating effects. The results indicated that the direct effects of distributed leadership and psychological capital on teachers' turnover intentions are insignificant. Psychological capital negatively and indirectly affects turnover intentions through work engagement while distributed leadership negatively and indirectly influences turnover intentions via work engagement and trust in principal. The study emphasized the role of job and personal resources in understanding teachers' turnover intentions. Based on the results, principals are recommended to demonstrate distributed leadership behaviors to build trust and use intervention strategies to strengthen teachers' psychological capacities if they want to lower teachers' turnover intentions.
Reflections on the Value of Mixed Focus Groups with Adult Learner Research Participants: Exploring Gender Disparities and Gendered Relationships
Author: Tawana, Xoliswa
Date: 2023-01-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Heterogeneous Grouping,Gender Differences,Adult Students,Interpersonal Relationship,Sex Stereotypes,Gender Issues,Foreign Countries,Gender Bias,Student Attitudes

The purpose of this article is two-fold. Firstly, we consider whether the setting up of mixed-gender focus group sessions has the potential as a research process to contribute to transforming people's understandings of their gendered relationships. Secondly, we relate our discussion to the question of the mutability of stereotypical thinking in the context in question, taking into account the idea that cultures in different contexts can be seen as &quot;in the making&quot; through the way in which people together create meaning. We explain how the first author of the article organized focus groups which were mixed in terms of gender with the purpose that the adult learner participants could develop their perceptions as they related to each other around the topic of gender inequalities.). The sessions were conducted in two adult learning Centers located in a rural and an urban area respectively -- Xola and Zodwa -- within the Cacadu District of the Eastern Cape, South Africa. Two mixed focus groups took place in 2016 (one in each Center, with 19 females and 5 males altogether), and a follow up took place in 2018, to further discuss recommendations. In 2022, another set of focus group sessions was arranged in the same Centers, with 10 females and 6 males who were asked to participate and agreed. As part of a related discussion on gendered relationships, they were asked specific questions regarding how they understood the value of the mixed-gender conversations. Results from the various sets of groups suggest that focus groups can indeed help people to explore and rethink gender disparities and to think of ways forward in terms of enriched understandings. We recommend that mixed-gender focus group sessions should be regarded by researchers as a potential space to fruitfully set up a way for people to develop their sense of interdependence in their social relations.
The Use of Concept Cartoons in Overcoming the Misconception in Electricity Concepts
Author: Siong, Lai Chin
Date: 2023-01-00
Type: Journal Articles
Subjects: Scientific Concepts,Cartoons,Misconceptions,Energy,Secondary School Students,Electronic Equipment,Foreign Countries,Worksheets,Instructional Effectiveness

Electricity is a very important concept in learning Physics. Mastering this concept can make learning Physics meaningful and relatable to real life problems. However, literature indicates that students have poor conceptual understanding of concepts about electricity. The current research aims to improve Form 5 (aged 17 years) students' understanding of direct current circuits by using Concept Cartoons Worksheets. Concept Cartoons are A single-group pre-test/post-test investigation was carried out using seven Concept Cartoons Worksheets designed to address common conceptual misconceptions about direct current circuits with a total of 30 physics student participants. The seven Concept Cartoons were modified based on the Concept Inventory Test &quot;Determining and Interpreting Resistive Electric Circuit Concepts Test (DIRECT). Concept Cartoons Worksheets were used to correct students' misconceptions about direct current circuits and to increase their level of conceptual understanding. The data collected were analysed quantitatively to obtain percentages, means, and t-test values. The descriptive statistics showed an increase in the level of student's conceptual understanding after the use of Concept Cartoons. The t-test analysis reported that the difference was significant. The results show that Malaysian students do have misconceptions about electricity concepts. However, Concept Cartoons Worksheets are effective to overcome students' misconceptions about electrical concepts, specifically toward current circuits. Concept Cartoons are not only effective in overcoming misconceptions among students, they are also refreshing and unique because of the cartoons presented while relating to Physics concepts that are abstract.
Twice a Minority: Education and Life Experiences of War Victim Refugee Youth with Developmental Disabilities and Those of Their Parents in Türkiye
Author: Kaya, Ali
Date: 2023-01-00
Type: Journal Articles
Subjects: War,Refugees,Developmental Disabilities,Parents,Foreign Countries,Posttraumatic Stress Disorder,Educational Needs,Adolescents,Access to Education,Access to Health Care,Social Isolation,Special Education

According to 2022 data, approximately 4 million Syrians live in Türkiye, and it is known that %24.7 of them have various disabilities. Recent research has shown that the developmental disability is one of the most common types of disability among Syrian refugees in Türkiye. We aimed to investigate the lives of refugees with developmental disabilities, who are twice a minority. Among the Syrian refugees in Türkiye, 24.7% are individuals with special needs. It was reported that developmental disabilities and post-traumatic stress disorder are the most prevalent diagnoses across the refugees. The study aims to investigate the current status and educational needs of Syrian refugees with developmental disabilities and their parents, who live in refugee camps in Türkiye with a specific emphasis on their education life. Semi-structured interviews were conducted with young refugees with developmental disabilities and their parents in the study conducted with a phenomenological approach. The content analysis conducted on the study data revealed that these individuals migrated to Türkiye due to the Syrian war, and they did not want to return to their home country. Since they lived in camps in Türkiye, they have been isolated from social life. Participants stated that they mostly required special education and health facilities and socialization. The identified problems were analyzed, and certain recommendations are presented based on the study findings.
The Effect of Gamified Adaptive Intelligent Tutoring System Artibos on Problem-Solving Skills
Author: Çetin, Ismail
Date: 2023-01-00
Type: Journal Articles
Subjects: Gamification,Intelligent Tutoring Systems,Problem Solving,High School Students,Grade 9,Foreign Countries,Skill Development,Student Attitudes,Program Effectiveness,Teacher Attitudes,High School Teachers

This study aims to examine the contribution of ArtiBos, which is designed as a Gamified Adaptive Intelligent Tutoring System for students' problem-solving skills. In the study, first of all, the system's design features to improve problem-solving skills were examined, and then the effect of the system on problem-solving skills was evaluated. The study was carried out with 12 students studying in the ninth class of a High School in Türkiye and 6 mathematics teachers with different experiences working in the same school. A case study, one of the qualitative research methods were applied in this study through which ArtiBos system logs, student interviews, and teacher interviews were evaluated. Data pertaining to the number of solved problems, the number of problems created, the number of problems solved correctly, the duration of being online in the system, the rate of correct problem-solving, and the average solving time were examined to evaluate system logs. Interview questions have been prepared so that the contribution of system features to problem-solving skills can be evaluated. The data from the interview were analyzed and some codes for problem-solving skills were created. And then, sub-themes were created by combining the codes. The results show that ArtiBos affects students' problem-solving skills positively.
The Use of Virtual Worlds in the Field of Education: A Bibliometric Study
Author: Battal, Ali
Date: 2023-01-00
Type: Journal Articles
Subjects: Teaching Methods,Computer Simulation,Periodicals,Databases,Authors,Bibliometrics,Research Reports,Information Retrieval,Citation Analysis,Educational Technology,Technology Uses in Education,Computer Assisted Instruction,Foreign Countries,Universities

The purpose of this study is to examine the publications conducted in education related to virtual worlds with the bibliometric analysis method. This study employed the appropriate keywords determined via digging the Web of Science database. A total of 2,978 publications meeting the criteria of the current study were examined. VOSviewer software was used for the analysis. We utilized co-authorship analysis to see the descriptive characteristics of the examined publications. The most conducted type was proceedings and the number of publications fluctuated over time with a peak in 2012. England, USA, and Spain had the most publications among the countries, and Open University, Coventry University, and the Polytechnic University of Bucharest had the most publications among the organizations. The majority of the studies were published in the journal of Computers &amp; Education, British Journal of Educational Technology, and Interactive Learning Environments. For revealing the most common keywords, we used the co-occurrence analysis. &quot;e-learning&quot;, &quot;second life&quot; and &quot;higher education&quot; were the most occurred keywords in the publications. The citations analysis was used to see which authors and publications were mostly cited in the examined papers. The most cited authors were Dede, C., Lan, Y. and Ketelhut, D. J. According to the analysis of the cited references, Dalgarno and Lee, (2010), Merchant, Goetz, Cifuentes, Keeney-Kennicutt, and Davis, (2014) and Dunleavy et al. (2008) were the most cited studies. Technological developments have affected the interest in the use of VWs in education. As a new type or extension of virtual worlds, metaverse promises new opportunities in education. The findings of this study would present a road map for those future research to see the general picture of the relevant area.
The Effect of Block Based Coding Education on the Students&apos; Attitudes about the Secondary School Students&apos; Computational Learning Skills and Coding Learning: Blocky Sample
Author: Totan, Havva Nur
Date: 2023-01-00
Type: Journal Articles
Subjects: Programming,Computer Science Education,Student Attitudes,Computation,Middle School Students,Instructional Effectiveness,Thinking Skills,Educational Games,Foreign Countries,Self Efficacy,Access to Computers

The aim of this study is to examine the effect of block-based coding education on middle school students' computational thinking skills and attitudes towards coding with Blocky example. The training phase of the implementation process was planned and implemented by subject experts in 4 weeks and 2 hours a week. In the research, both quantitative and qualitative research methods and exploratory sequential design were used as mixed methods. In this study, quantitative research method and pretest- post-test control group semi-experimental pattern model was used as the research model. The universe of the study consists of 5th grade students studying at a secondary school in Aksaray province Eskil district of Türkiye in the 2019-2020 academic year. Within the scope of the research, the research participant group was determined considering that 5th grade students will receive coding training for the first time. In addition to the total number of students to be reached is 38, including 19 control and 19 experimental groups. While the &quot;blocky&quot; application used in block-based coding education was determined as the independent variable in the research, the students' computational thinking skills and their attitudes towards learning to code were determined as dependent variables. As a result of the applications and analysis, the difference between the values of students' computational thinking skills self-efficacy and attitudes towards learning coding before and after education is statistically significant. In order to determine the effect size of the Blocky block-based coding environment on the Information Computational Thinking Skills Self-Efficacy Scale (CTSES) and the Attitudes Toward Learning Coding Scale (ATLCS), the eta squared value was examined. It can be said that the Blocky block-based coding environment has a &quot;large&quot; effect size on computational thinking skills, self-efficacy perception and on the attitude towards learning coding.
Artificial Intelligence in Language Learning: What Are We Afraid Of
Author: Lesia Viktorivna, Kushmar
Date: 2022-07-00
Type: Journal Articles
Subjects: Artificial Intelligence,English Language Learners,English (Second Language),Competition,Student Empowerment,Teacher Empowerment,Student Needs,Foreign Countries,Electronic Learning,College Students,Student Attitudes

Artificial Intelligence (AI) has been an essential part of human lives in the XXI century. The research paper focuses on examining the role of AI in English language learning, how effective it is, and what practical methods can be used to apply it effectively. AI has the potential to transform the functioning of the education system, increase the competitiveness of institutions and empower teachers and students at all levels. With intelligent content of instructions and testing, artificial intelligence allows focusing on the needs of the students. This review paper discusses what we are afraid of AI in language learning. The survey was conducted in 2021 for English language learners at Ukrainian Universities: Kyiv National University of Trade and Economics and Zhytomyr Ivan Franko State University. The study analyzes the responses of 418 students. Responses show a very high level (83-100%) of understanding AI in language learning. It determines the opinion that cyber-attacks will happen about future personalized accounts. It was the risk of losing personal information. Students fear losing a natural environment with speakers and their real emotions. Furthermore, this paper evaluates a very high level (98%) of the learners' spontaneity and creativity lack using AI in language learning. The report concludes with the notion that using AI in language learning requires the wisdom of human content designers and educational experts.