ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Students&apos; Minds: Developing Critical Thinking or Fitting into Procrustean Bed
Author: Shafiyeva, Ulker
Date: 2021-00-00
Type: Journal Articles
Subjects: Critical Thinking,Thinking Skills,Skill Development,Inquiry,Active Learning,Standardized Tests,Teaching Methods,Evaluation Methods,Comparative Analysis,Student Evaluation,Equal Education,Foreign Countries,Research Reports

Standardized tests have been applied as student knowledge assessment in many countries, including Azerbaijan. However, studies have shown that standardized tests are not an effective way of measuring students' knowledge because they limit students' creativity and prevent instructors from applying individual teaching methods due to the pressure of passing the tests. The tests do not consider students with different learning abilities and treat them equally, which may not favor some students. Also, teachers are pressured to ensure their students pass the tests, leading to an excessive focus on the topics likely to be set rather than the whole curriculum. The study recommends implementing different assessment methods with no ranking to ensure that students do not memorize for passing tests, eliminate competition, and promote equality in the education sector. The assessment methods should allow students to debate, compare and analyze ideas through critical thinking, inquiring, and understanding for applying the learned knowledge into real life. Thus, the importance of an inquiry-based curriculum and assessment is stressed.
Augmented and Mixed Reality in Language Learning
Author: Panagiotidis, Panagiotis
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Simulation,Second Language Learning,Language Acquisition,Computer Software,Computer Oriented Programs,Cultural Awareness,Immersion Programs

The use of Extended Reality technologies in education, and especially in language learning, has attracted the interest of language experts for the last 15 years. However, the recent technological progress as well as the simultaneous dramatic reduction of the cost of the necessary hardware has led to an impressive growth of the XR market, creating, thus, new perspectives concerning the adoption of XR technologies in education. The educational XR market is also growing very fast, not only thanks to the offer of innovative applications, but also due to technological developments in network technologies. Advances in wireless and cellular networks can make XR experiences more immersive and more accessible to local and remote users. This paper aims to present the current developments in the field of utilization of Augmented (AR) and Mixed Reality (MR) technologies in language education and to explore their future perspectives. Towards this end, AR/MR technologies, the theoretical bases of their use in language education, as well as the available for each technology hardware and software solutions are presented in more detail. Examples of AR/MR technologies in language learning applications, as well as the conclusions drawn from the literature review concerning the benefits and limitations AR/MR applications in language learning will also be presented. Finally, market data and future research directions will be discussed, in order to identify the perspectives of these technologies in language learning.
Promotion and Protection of Childhood and Adolescence -- The &quot;Child Contact Centre&quot;
Author: Caruso, Giorgia
Date: 2021-00-00
Type: Journal Articles
Subjects: Parent Child Relationship,Sons,Family Problems,Child Safety,Children,Childrens Rights,International Law,Foreign Countries,Treaties,Social Services

This paper wants to study in deep one of the existing services to help and to improve the parent-son's relation: the &quot;child contact centre&quot;. This centre is a place where children can meet their parents after different family problems, from parental conflicts until violence and abuses. It's very important that each child could have the possibility to continue to live with his family as reported by the &quot;UN Convention of childhood and adolescence's rights&quot; (1989). The history of these meeting centres is very recent and, in the same way, also the role of the social workers. For this reason, research of peculiarities of this place and the rules of the operators involved is very important. In particular, the history moment where we are living today with the &quot;COVID-19&quot; spread all over the world, has caused many problems in the families and it has compounded family situations already compromised. The choose of this theme is also born from the need of study in deep the organization and the functioning of a child contact centre. This is one of the services most complex and heterogeneous and that's why even today again it doesn't exist one guideline that is the same in each contest. Finally, the paper wants to describe this service and, mostly, it wants make some proposals about the best practises or operations that could improve it.
The Mediating Effect of Creative Thinking on Multiple-Intelligence and Thinking Patterns among 10th-Grade Students in Abu Dhabi Private Schools
Author: Dawahdeh, Ali Mohammed Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Creative Thinking,Multiple Intelligences,Thinking Skills,High School Students,Grade 10,Private Schools,Foreign Countries,Interpersonal Competence,Kinesthetic Perception,Learning Processes

This study aimed at investigating the mediating effect of creative thinking on multiple-intelligence and thinking patterns among 10th-grade students in Abu Dhabi private schools. This study used descriptive approach and SEM. Also, the study sample consisted of 350 students from five private schools in Abu Dhabi. The instruments used were Gardner's multiple-intelligence scale and thinking patterns scale. Data was analysed using descriptive statistics, correlation coefficient and Amos. The results showed significant positive relationship between multiple intelligences (IV) and thinking patterns (DV) through creative thinking (MV). Direct significant positive relationships were found between interpersonal intelligence (IV) and thinking patterns (DV) (r=0.241); natural intelligence (IV) and thinking patterns (DV) (r=0.113); musical intelligence (IV) and thinking patterns (DV) (r=0.000); bodily-kinaesthetic intelligence (IV) and thinking patterns (DV) (r=0.000). In conclusion, the findings revealed the influence of creative thinking on the relationship between multiple-intelligence and thinking patterns.
The Relationship between Multiple-Intelligence and Thinking Patterns through Critical Thinking among 10th-Grade Students in Private Schools in Abu Dhabi
Author: Dawahdeh, Ali Mohammed Ahmed
Date: 2021-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Cognitive Processes,Critical Thinking,Grade 10,Secondary School Students,Private Schools,Foreign Countries,Predictor Variables

This study aimed at investigating the relationship between multiple-intelligence and thinking patterns through critical thinking among tenth-grade students in Abu Dhabi private schools. This study used descriptive approach and SEM. Also, the study sample consisted of 350 students from five private schools in Abu Dhabi. The instruments used were Gardner's multiple-intelligence scale and thinking patterns scale. Data was analysed using descriptive statistics, correlation coefficient and Amos. The results showed significant positive relationship between multiple intelligences (IV) and thinking patterns (DV) through critical thinking (MV). Direct relationships were found between linguistic intelligence (IV) and thinking patterns (DV) (r=.284); social intelligence (IV) and thinking patterns (DV) (r=0.241); natural intelligence (IV) and thinking patterns (DV) (r=0.113); musical intelligence (IV) and thinking patterns (DV) (r=0.270); bodily-kinaesthetic intelligence (IV) and thinking patterns (DV) (r=0.470). In conclusion, the findings revealed the influence of critical thinking on the relationship between multiple-intelligence and thinking patterns.
Vocabulary Control in Nautical Information Resources
Author: Stubbs, Edgardo A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Navigation,Information Sources,Charts,Oceanography,Information Retrieval,Vocabulary,Search Strategies,Information Needs,Spanish,Users (Information),Indexing

Nautical charts are an essential information resource for safe navigation. However, they are not only a useful resource for navigators; According to the International Hydrological Organization (IHO), they essentially fulfill two functions: 1) Maritime navigation, since most hydrographic services have the obligation to provide coverage of the nautical charts of their national waters, in all coastal waters, including major ports and smaller marinas of purely local interest. and 2) as a source of information, since national nautical charts present a detailed configuration of the seabed. Information on the shape of the seabed is required by a diversity of users in addition to navigators; for example, engineers interested in onshore construction, dredging contractors, oceanographers, defense agencies, coastal zone managers, etc. Traditionally, there are three essential elements that play an important role in information retrieval: title, author, and subject access point. Among the latter, one can distinguish indexing by natural language and by controlled vocabularies. The thematic access points, makes it easier for the user to search and retrieve all types of resources that satisfy their information needs. Traditionally in the processing of nautical charts the natural language is used predominantly, motivated by a lack of availability of a controlled vocabulary specific to the area in Spanish. The objective of this work is aimed at establishing the criteria for the construction of a controlled vocabulary in Spanish in the field of nautical charts.
Building Community Capacity for Integrating Engineering in Rural Middle School Science Classrooms
Author: Grohs, J. R.
Date: 2020-01-00
Type: Journal Articles
Subjects: Capacity Building,Integrated Curriculum,Engineering Education,Science Education,Rural Schools,Middle Schools,Hands on Science,STEM Education,Community Involvement,Curriculum Development,Curriculum Evaluation

Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate engineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to possible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural Schools (PEERS) project that focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. We discuss the curricular priorities of the program as well as preliminary findings on both student-focused and capacity-building metrics across the partnerships. Key discussion points include (1) a need to distill goals for engineering outreach by wrestling with what success might really look like for middle-school youth engagement with engineering and (2) cultivating community capacity to better support education systems and the simultaneous potential for and challenges of collaborating to build such infrastructure.
Transforming the Teaching of Writing from a Skills-Based Approach to a Knowledge Construction Approach in a University in Singapore
Author: Jaidev, Radhika
Date: 2021-00-00
Type: Journal Articles
Subjects: Writing Instruction,Teaching Methods,College Students,Foreign Countries,Instructional Innovation,Communication Skills,Critical Thinking,Curriculum Design,Writing Assignments

The medium of instruction is English in all universities in Singapore. Typically, in engineering, science, and technology degree programmes, academic writing is taught through one or two distinct or 'stand-alone' modules delivered in the first year of students' undergraduate programmes to help them cope with the writing needs of assignments in their disciplines. Often such modules are designed and delivered by teachers in language and communication centres like the Centre for Communication Skills [CCS] at the Singapore Institute of Technology (SIT), Centre for English Language Communication [CELC] at the National University of Singapore, and Language and Communication Centre [LCC] at the Nanyang Technological University (NTU). Some faculties in these universities may have their own small core of language teachers who specialize in teaching writing that is specific to the needs of students who take their degree programmes, but by and large, teachers at language centres such as the ones mentioned above teach academic writing to students across faculties and disciplines in these universities. This paper describes a process of transformation of the teaching of academic writing to SIT students from using a skills-based approach to one that focuses on knowledge construction (Lillis) and the development of disciplinary values (Latour and Woolgar; Lea and Street; Lea and Stierer; Yancey) at the Singapore Institute of Technology (SIT).
&quot;Sometimes I Forget I&apos;m in an Online Class!&quot; Why Place Matters for Meaningful Student Online Writing Experiences
Author: Carmichael, Felicita Arzu
Date: 2021-00-00
Type: Journal Articles
Subjects: Online Courses,Writing Instruction,Web Based Instruction,Student Experience,Educational Environment,Distance Education,Sense of Community,Blended Learning,Self Concept,College Students,Writing (Composition)

This essay argues that &quot;place&quot; and &quot;space&quot; are a critical conceptual framework in the online writing classroom and leads students to have meaningful writing experiences. Drawing on what Eodice et al. describe as &quot;personal connection&quot; for writing students, the author invites online writing instructors to pay attention to how the concepts of &quot;place&quot; and &quot;space&quot;--as both natural/material and constructed/metaphorical--might inform our disciplinary understanding of online writing instruction.
Complexities of Translating Mathematics Tasks from English to Learners&apos; Home Languages
Author: Mpalami, Nkosinathi
Date: 2022-00-00
Type: Journal Articles
Subjects: Translation,Mathematics Instruction,Teaching Methods,Native Language,Language Usage,Grade 11,Mathematics Teachers,Programming,Multilingualism,English (Second Language),Second Language Learning,Foreign Countries,African Languages,Secondary School Students,Mathematical Concepts,Concept Formation

Mathematics education remains problematic in South Africa's schools. However, some mathematics educators are deliberately using learners' home languages in tasks to assist learners to understand mathematics. Research-based evidence shows that learners' home languages when used as a resource have a potential to enhance learners' understanding of mathematics. This article addresses the issue of translating mathematics tasks from English to learners' home languages, a field that is less common in mathematics education studies. The study shows that there are complexities associated with such translation which all stakeholders in education should bear in mind. The article does so by referring to a study where a Grade 11 mathematics educator in a multilingual class tried to use learners' home languages in tasks with an aim to enhance learners' understanding of linear programming concepts. The study was conducted in township school in Gauteng province. Ethical clearance was given by the Gauteng Department of Education. Data were collected through observations and were analysed qualitatively. The situated sociocultural perspectives guided the study. The findings show that during the translation process, the educator went as far as translating mathematics technical terms. Such translation distorted the meaning of the original task and therefore made it hard for learners to comprehend concepts as envisioned. The recommendation is that the translation should not be left to individual mathematics educators but rather there should be a broader approach of having mathematics tasks translated from English into other official languages and such tasks be distributed to all schools throughout the country. Professional translators must also be contracted to do such a job.
Exploring Low-Tech Opportunities for Higher Education Mathematics Lecturers in an Emergency Techno-Response Pedagogy
Author: Makina, Antonia
Date: 2022-00-00
Type: Journal Articles
Subjects: Technology Uses in Education,College Mathematics,College Faculty,Emergency Programs,COVID-19,Pandemics,Electronic Learning,Distance Education,Foreign Countries,Computer Software

The education sector, among others, was severely affected by the coronavirus disease 2019 (COVID-19) pandemic. Because mathematics has always been singled out as a subject that needs more verbal communication and interaction, rapid adjustments had to be made by mathematics lecturers in higher education institutions to try and facilitate normal teaching and learning remotely through emergency open distance methods. Lecturers were forced to examine prevailing practices with a view to creating innovative and workable solutions to the emergency challenges without compromising the quality previously experienced during face-to-face classroom interactions. The article developed through a simple technology a conceptual framework for emergency remote teaching (ERT) in an emergency techno-response pedagogy (ETRP). The key was to demonstrate an innovative instructional strategy for teaching mathematics using a simple technology instead of an advanced or complicated mathematics software in the move from face-to-face to fully online teaching during a crisis. A development qualitative virtual case study was conducted that involved observing live and recorded mathematics lectures and interviewing an innovative lecturer of mathematics in the delivery of complex numbers at a graduate school in South Africa. The facilitation of the lesson through a simple and inexpensive technology (Microsoft OneNote) guided the development of a conceptual framework for ERT within an ETRP. The Context, Input, Process, and Product (CIPP) evaluation model was used as a theoretical framework to guide the analysis and conceptualisation of the lessons. Results provided guidelines through a conceptual framework for ERT that included a unique model of a lesson plan and advantages of using a simple technology in ERT instead of advanced mathematical software. The article contributes to the knowledge base in planning future ERT interventions.
Predictive and Explanatory Models Might Miss Informative Features in Educational Data
Author: Young, Nicholas T.
Date: 2021-00-00
Type: Journal Articles
Subjects: Prediction,Models,Learning Analytics,Mathematics,Computation,Error Patterns,Research Problems,Graduate Students,College Admission,Statistical Bias,Artificial Intelligence,Regression (Statistics),Classification

We encounter variables with little variation often in educational data mining (EDM) due to the demographics of higher education and the questions we ask. Yet, little work has examined how to analyze such data. Therefore, we conducted a simulation study using logistic regression, penalized regression, and random forest. We systematically varied the fraction of positive outcomes, feature imbalances, and odds ratios. We find the algorithms treat features with the same odds ratios differently based on the features' imbalance and the outcome imbalance. While none of the algorithms fully solved how to handle imbalanced data, penalized approaches such as Firth and Log-F reduced the difference between the built-in odds ratio and value determined by the algorithm. Our results suggest that EDM studies might contain false negatives when determining which variables are related to an outcome. We then apply our findings to a graduate admissions dataset. We end by proposing recommendations that researchers should consider penalized regression for datasets on the order of hundreds of cases and should include more context about their data in publications such as the outcome and feature imbalances.
Tracing Systematic Errors to Personalize Recommendations in Single Digit Multiplication and Beyond
Author: Savi, Alexander O.
Date: 2021-00-00
Type: Journal Articles
Subjects: Learning Processes,Cognitive Processes,Error Patterns,Models,Probability,Multiplication,Learning Analytics,Graphs,Computer Assisted Testing,Mathematics Tests,Arithmetic,Foreign Countries,Data Analysis

In learning, errors are ubiquitous and inevitable. As these errors may signal otherwise latent cognitive processes, tutors--and students alike--can greatly benefit from the information they provide. In this paper, we introduce and evaluate the Systematic Error Tracing (SET) model that identifies the possible causes of systematically observed errors in domains where items are susceptible to most or all causes and errors can be explained by multiple causes. We apply the model to single-digit multiplication, a domain that is very suitable for the model, is well-studied, and allows us to analyze over 25,000 error responses from 335 learners. The model, derived from the Ising model popular in physics, makes use of a bigraph that links errors to causes. The error responses were taken from Math Garden, a computerized adaptive practice environment for arithmetic that is widely used in the Netherlands. We discuss and evaluate various model configurations with respect to the ranking of recommendations and calibration of probability estimates. The results show that the SET model outranks a majority vote baseline model when more than a single recommendation is considered. Finally, we contrast the SET model to similar approaches and discuss limitations and implications.
Altering Expectations: Effects of Backloading Merit Scholarship Payments on Postsecondary Enrollment Choices
Author: Kopotic, Katherine
Date: 2021-00-00
Type: Journal Articles
Subjects: Merit Scholarships,Student Financial Aid,Undergraduate Students,Enrollment,State Aid,Educational Change,Eligibility,Program Effectiveness,Expenditures

While the popularity of state-financed merit-based scholarships has increased since the 1980s, policymakers struggle to maintain these programs because of growing costs. Some have tried to manage this tradeoff through eligibility changes or award amounts; however, little empirical research exists on the effectiveness of these changes. We add to the financial aid literature by determining if college enrollment responded to a 2013 restructuring of Arkansas's Academic Challenge Scholarship from equal annual awards to a backloaded system with progressively higher payouts to students who persisted. We identify no statistically significant impacts associated with the 2013 change; however, point estimates are generally negative. We believe this is the first study to examine if moving to a backloaded payout structure affects college enrollment.