ethanporcaro/eric-fulltext-meta huggingface dataset:
Examination of Undergraduate and Associate Degree Students&apos; Computer Programming Attitude and Self-Efficacy According to Thinking Style, Gender and Experience
Author: Gunbatar, Mustafa Serkan
Date: 2018-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Associate Degrees,Programming,Computer Attitudes,Self Efficacy,Thinking Skills,Gender Differences,Student Experience,Foreign Countries,Holistic Approach,Problem Solving

This study aimed to determine undergraduate and associate degree students' computer programming attitude and self-efficacy levels, and compare them according to thinking style, gender, department, weekly study time, and programming experience variables. The study employed the correlational research model. The researcher attempted to reach all associate and undergraduate students who had received the computer programming course at a state university. The computer programming self-efficacy scale, the computer programming attitude scale, and the holistic and analytic thinking in problem-solving scale were used to collect research data. Results suggested that the participants with different thinking styles showed significant differences regarding programming attitude and programming self-efficacy. Programming attitude and thinking style were significant predictors of programming self-efficacy. No difference was observed between genders in terms of the common effect and the partial effect of programming attitude and programming self-efficacy. However; differences were observed between participants from different departments and with different weekly study time. There was also a significant difference between the participants with different programming experience levels in terms of the common effect of programming attitude and self-efficacy, whereas no difference was found in terms of attitude alone.
Meeting Psychometric Requirements for Disposition Assessment: Valid and Reliable Indicators of Teacher Dispositions
Author: Johnston, Pattie
Date: 2018-10-00
Type: Journal Articles
Subjects: Psychometrics,Teacher Characteristics,Practicums,Outcomes of Education,Reliability,Construct Validity,Teacher Evaluation,Quality Assurance,Standards,Personality Traits,Measurement,Interrater Reliability,Professionalism,Communication Skills,Metacognition,Oral Language,Student Evaluation,Teacher Education

Research links to positive student outcomes have highlighted the need to address disposition during teacher clinical practice using sound measures. Education preparation providers may use these indicators to create defensible measures of disposition by formatting the indicators into Likert scales or rubrics. Authors have extended the psychometric evaluation of validated indicators by calculating reliability estimates. Additional evidence of construct validity was also provided by aligning the nine dispositions with prominent teacher evaluation instruments and quality standards.
Effects of Teacher Efficacy, Certification Route, Content Hours, Experiences and Class Size on Student Achievement
Author: Salgado, Robina
Date: 2018-10-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Self Efficacy,Teacher Certification,Course Content,Field Instruction,Teaching Experience,Class Size,Middle School Teachers,Grade 8,Training Methods,Secondary School Science,Science Teachers,Alternative Teacher Certification,Teacher Education Programs

The purpose of this study was to determine the effects of teacher efficacy, the type of certification route taken by individuals, the number of content hours taken in the sciences, field-based experience and class size on middle school student achievement as measured by the 8th grade STAAR in a region located in South Texas. This data provides knowledge into the effect different teacher training methods on secondary school science teacher efficacy in Texas and how that impacts student achievement. Additionally, the results of this study determined if traditional and alternative certification programs are equally effective in properly preparing science teachers for the classroom.
Low SES High School per Pupil Allocation and Its Effect on Achievement
Author: Peña, Rodrigo H.
Date: 2018-10-00
Type: Journal Articles
Subjects: Low Income Students,High School Students,Secondary School Curriculum,Algebra,Language Arts,Expenditure per Student,College Readiness,Resource Allocation,Public Schools,Educational Finance,Academic Achievement,Financial Support,Budgeting,Rural Schools,Secondary Schools

The purpose of this study was to analyze the high school curriculum and instruction per pupil allocation and the effect on the Algebra I and English I State Assessment of Academic Readiness (STAAR) End of Course (EOC) scores. A mixed Analysis of Variance (ANOVA) was used to find if the high school curriculum and instruction per pupil allocation makes a difference on Algebra I and English I STAAR EOC scores. The Accountability Rating Index report was used to select 40 secondary campuses based on 2014-2015 STAAR EOC scores. The mixed ANOVA considered Algebra I and English I STAAR EOC scores for the 2013-2014 school year, 2014-2015 school year, and 2015-2016 school year, and the per pupil allocation by high schools for curriculum and instruction budget. The results from this research study showed that there was not a significant difference among low, medium, and high levels of curriculum and instruction per pupil allocation over three years (2013-2014, 2014-2015, and 2015-2016) on Algebra I and English I STAAR EOC scores at low SES high schools in Texas. In addition, research results indicated that it appears that not enough money is provided to low SES high school campuses in the state of Texas to guarantee student success in Algebra I and English I STAAR EOC scores.
Decision Models for the Newsvendor Problem -- Learning Cases for Business Analytics
Author: Letkowski, Jerzy
Date: 2018-10-00
Type: Journal Articles
Subjects: Models,Data Analysis,Decision Making,Teaching Methods,Mathematical Models,Calculus,Learning Processes,Spreadsheets,Simulation,Probability,Statistics,Algebra,Computer Software,Business Administration Education,Problem Solving,Costs,Newspapers

Single-period inventory models with uncertain demand are very well known in the business analytics community. Typically, such models are rule-based functions, or sets of functions, of one decision variable (order quantity) and one random variable (demand). In academics, the models are taught selectively and usually not completely. Students are exposed to applications of selected models and solution aspects usually within the Inventory Control or similar topics. This learning-case oriented paper attempts to provide a fuller coverage of the solution process, starting with mathematical model building, following with calculus-based solution development and ending with an alternative approach through simulation. A special emphasis is dedicated to the learning processes, providing students with a variety of tools selected from Algebra, Calculus, Probability, Statistics and Spreadsheet Technology. The students are expected to benefit from studying this paper to better understand business solving processes. All computational operations are implemented in a spreadsheet program.
&quot;It&apos;s the Combination That Works&quot;: Evaluating Student Experiences with a Multi-Element Blended Design in First-Year Law
Author: Pechenkina, Ekaterina
Date: 2018-00-00
Type: Journal Articles
Subjects: Legal Education (Professions),Video Technology,Introductory Courses,Blended Learning,Foreign Countries,Computer Assisted Testing,Student Attitudes,Cooperative Learning,Computer Mediated Communication,Educational Experience,Law Students

This mixed method study involved twenty students enrolled in three consecutive intakes of an Australian Bachelor of Laws program's introductory unit. Pioneering a multi-element blended design, the unit featured three key elements: summary videos, self-test online quizzes and interactive discussion boards. These elements were chosen based on evidence-based research into digital tools found effective in enhancing students' face-to-face learning experience in blended and fully online designs. The study's main goal was to evaluate how students utilized these elements and in what ways their previous experiences with blended designs influenced their learning process in this unit. A focus-group and online surveys were used to collect data. Based on literature review, four areas of student experience with this blended designs formed a particular focus of this study: student expectations, support, resources, and collaboration. It was found that students extensively used videos and quizzes for catch-up, revision, and clarification, while discussion boards were not perceived as useful, with students preferring to have discussions face-to-face, in and out of classroom. Findings also indicated that students' expectations of and previous experiences with blended learning can be leveraged to strengthen blended designs.
The Impact of Digital Citizenship Instruction through Flipped Classroom Model on Various Variables
Author: Hava, Kevser
Date: 2018-00-00
Type: Journal Articles
Subjects: Educational Technology,Technology Uses in Education,Homework,Video Technology,Teaching Methods,Technological Literacy,Academic Achievement,Self Management,Independent Study,Information Literacy,Preservice Teachers,Program Effectiveness,Foreign Countries

With the advent of portable technological devices such as mobile phones and tablets, online learning environments have become widespread at schools. This, in turn, has resulted in the emergence of a new learning environment: flipped classrooms. The flipped classroom could be defined as a modern learning environment where teaching content is presented to students through online sources outside the school. The present study examined the impact of digital citizenship instruction through the flipped classroom model on various variables such as learning performance, self-regulated learning, self-directed learning, and information literacy. The study employed a quasi-experimental research design in which pre-tests and post-tests were applied to both research and control groups. The participants were 59 teacher candidates who were freshman undergraduates at Bozok University. During a five-week implementation process, research group students performed certain activities related to digital citizenship while the control group learned digital citizenship via traditional methods. The results showed that the flipped classroom model had a significant effect on only learning performance. No difference were observed between research and control groups in terms of self-regulated learning, self-directed learning, and information literacy variables.
Using the Concerns Based Adoption Model (CBAM) to Accelerate Understanding by Design Implementation
Author: Trapani, Brian
Date: 2018-10-00
Type: Journal Articles
Subjects: Models,Case Studies,Teaching Methods,Teacher Attitudes,Educational Change,Intervention,Cognitive Psychology,Transfer of Training,Outcomes of Education,Constructivism (Learning),Instructional Design,Educational Administration,Elementary Secondary Education

The Concerns Based Adoption Model (CBAM) is the instrument used in this case study to evaluate the efficacy of the Understanding by Design (UbD) instructional framework implementation plan. Specifically, to evaluate the implementation process through teacher perceptions of local instructional reform. Data was used to determine what further local interventions are necessary to sustain usage of the pedagogical practice. The goal of transferring understanding from one key idea, in one discipline, to a wider scope with the intent of deepening student understanding. This evaluation will determine its positive impact on learning. Sustained through research in cognitive psychology and advocated by constructivist educational theorists, the UbD instructional framework was created as a vehicle for this pedagogical practice. The success of the UbD framework implementation plan can only be achieved if teachers fully understand its impact on learning and support the initiative in their classroom. Then they must be willing to re-evaluate and transform their pedagogical practice where necessary. The CBAM study encourages the recognition that change is a process, not an event. The existence of an &quot;implementation bridge,&quot; first mentioned by Hall and Hord (2006), would serve as a path to guide each individual from their first introduction of the new program, UbD, to the attainment of anticipated student outcomes in all classrooms. Individuals need to allow themselves to be guided across the bridge by administration, which is tasked with providing what each individual staff member needs to successfully cross the bridge.
Home-Grown Automated Essay Scoring in the Literature Classroom: A Solution for Managing the Crowd?
Author: Uzun, Kutay
Date: 2018-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Essays,Scoring,English Literature,Computer Software,Artificial Intelligence,Scores,Comparative Analysis,Evaluators,Classification,Mathematics

Managing crowded classes in terms of classroom assessment is a difficult task due to the amount of time which needs to be devoted to providing feedback to student products. In this respect, the present study aimed to develop an automated essay scoring environment as a potential means to overcome this problem. Secondarily, the study aimed to test if automatically-given scores would correlate with the scores given by a human rater. A quantitative research design employing a machine learning approach was preferred to meet the aims of the study. The data set to be used for machine learning consisted of 160 scored literary analysis essays written in an English Literature course, each essay analyzing a theme in a given literary work. To train the automated scoring model, LightSide software was used. First, textual features were extracted and filtered. Then, Logistic Regression, SMO, SVO, Logistic Tree and Naïve Bayes text classification algorithms were tested by using 10-Fold Cross-Validation to reach the most accurate model. To see if the scores given by the computer correlated with the scores given by the human rater, Spearman's Rank Order Correlation Coefficient was calculated. The results showed that none of the algorithms were sufficiently accurate in terms of the scores of the essays within the data set. It was also seen that the scores given by the computer were not significantly correlated with the scores given by the human rater. The findings implied that the size of the data collected in an authentic classroom environment was too small for classification algorithms in terms of automated essay scoring for classroom assessment.
A Framework for Comparing Theories Related to Motivation in Education
Author: Irvine, Jeff
Date: 2018-10-00
Type: Journal Articles
Subjects: Expectation,Values,Models,Student Motivation,Theories,Self Efficacy,Self Determination,Academic Achievement,Goal Orientation,Foreign Countries,Mathematics Instruction,Mathematics Activities

Motivation is a meta concept with well-researched theoretical constructs, such as expectancy-value and intrinsic-extrinsic, and encompasses a myriad of related theories such as self-efficacy, goal theory, theories of intelligence, choice theory, self-determination theory, and flow, among others. This study developed a framework that enables visual comparison of such theories, highlighting their similarities and clearly differentiating major attributes; for example, differences between goal theory and theories of intelligence are clearly delineated, while similarities between self-determination theory and choice theory are visually evident. The framework can also be applied to subject-specific theories related to motivation, such as mathematical wellbeing.
Academic Hurdles Facing Undergraduate Students at One South African University
Author: Tanga, Magdaline
Date: 2018-10-00
Type: Journal Articles
Subjects: Academic Achievement,Undergraduate Students,Academic Support Services,Foreign Countries,College Freshmen,Facilitators (Individuals),Peer Relationship,Barriers

This paper aims to explore the academic hurdles faced by undergraduate students at one university. Using the qualitative research approach, a sample of 31 participants made up of peer facilitators, undergraduate students and programme coordinators was purposefully selected. Data were collected using in-depth interviews and focus group discussions. The data were coded thematically to make sense of the experiences shared by the participants. The results indicated numerous academic challenges faced by first year students. These include problems of writing, referencing, plagiarism, English as a barrier and inability to use computers. It is concluded that students at the university under study face a myriad of academic challenges, due to poor socio-economic backgrounds and the low level of education which they received from the apartheid influenced system, which some schools still use. The paper recommends commitment on the part of stakeholders of peer academic support programmes.
Digital Storytelling for Twenty-First-Century Competencies with Math Literacy and Student Engagement in China and Finland
Author: Niemi, Hannele
Date: 2018-00-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Mathematics Instruction,Cooperative Learning,Foreign Countries,Story Telling,Learner Engagement,Learning Experience,Student Attitudes,Student Behavior,Content Analysis,Teacher Attitudes,Student Motivation,Elementary School Students,Active Learning,Information Technology,Geometry,Video Technology,Numeracy,Elementary School Teachers

The aim of this digital storytelling (DST) study was to investigate how students acquire twenty first-century competencies, here focusing on active knowledge creation and collaboration in math learning. The study also examined how engaged the students were in DST lessons and what teachers' perceptions of DST were as a learning method.DST was implemented in four Chinese and two Finnish classes with 10- and 11-year-old students. Data were collected quantitatively and qualitatively. The students assessed their learning experiences with structured questionnaires during and after the study. Students' behavior was also observed, and the teachers were interviewed. Quantitative data were analyzed using descriptive statistics and a linear regression analysis, and the qualitative data were analyzed using a content analysis. The study showed that the DST method guided students toward active collaborative learning; the students learned how to work in groups to produce new ideas, and they learned not only about math but also about how math relates to everyday life. The students were highly engaged throughout the study. Similarly, the teachers reported that the students displayed active knowledge creation and increased motivation and engagement. Results indicate that DST encourages students to apply new technology in their learning and supports students' development in math literacy and twenty-first-century competencies.
Realistic Mathematics Education in Cooperative Learning Viewed from Learning Activity
Author: Ardiyani, Shila Majid
Date: 2018-07-00
Type: Journal Articles
Subjects: Outcomes of Education,Mathematics Education,Cooperative Learning,Learning Activities,Foreign Countries,Models,Control Groups,Elementary School Students,Elementary School Mathematics,Grade 5

This study aimed at searching the different effect of Student Teams Achievement Division (STAD) and Think Pair Share (TPS) types of cooperative learning models with Realistic Mathematics Education (RME) approach on the students' learning outcome viewed from students' learning activity. The observation, interview, questionnaires, and tests were used to obtain the data which were then analyzed using two-way ANOVA. The result of research showed that: (1) STAD with RME approach provides better learning outcome than TPS with RME approach does; (2) the students with high learning activities have mathematics learning outcome better than those with medium and low learning activities; and (3) there is no interaction between the model of teaching and learning activities students to the results of the students' mathematics learning.
The Role of Problem-Based Learning to Improve Students&apos; Mathematical Problem-Solving Ability and Self Confidence
Author: Hendriana, Heris
Date: 2018-07-00
Type: Journal Articles
Subjects: Role,Problem Based Learning,Student Improvement,Mathematics Instruction,Problem Solving,Pretests Posttests,Control Groups,Experimental Groups,Self Esteem,High School Students,Grade 10,Secondary School Mathematics,Mathematics Skills,Mathematical Models,Mathematics Tests,Trigonometry,Test Validity,Test Reliability

This study is a pre test-post-test experimental control group design having a goal to analyze the role of problembased learning on students' mathematical problem-solving ability (MPSA) and self-confidence (MSC). The study involves 66 tenth grade students, a mathematical problem-solving test, a mathematical self-confidence scale, and perception of problem-based learning (PBL) approach scale. The study found that on MPSA, its gain, and on MSC students getting treatment with PBL approach obtained better grade than that of students taught by conventional teaching. The other findings, there was the high association between MPSA and MSC, and student performed positive opinion toward PBL approach.
Exploring the Mental Structure and Mechanism: How the Style of Truth-Seekers in Mathematical Problem-Solving?
Author: Kurniati, Dian
Date: 2018-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Cognitive Structures,Cognitive Processes,College Students,College Mathematics,Foreign Countries,Mathematical Concepts

The Mathematics students who perform truth-seeking process upon solving mathematical problems were unique. Therefore, the study deems it necessary to know students' mental structure and mechanism so that they can make the right decision by performing truth-seeking. However, no research has delved into the mental structures and mechanisms of Mathematics students, who tend to grapple with truth-seeking processes extensively. This study was explorative qualitative because the aims to describe the types of mental structure and mechanism of Mathematics students upon the truth-seeking process in solving mathematical problems. The research subjects are four Mathematics students at the University of Jember who perform truth-seeking and can communicate fluently when performing think-aloud. Their responses in the answer sheets drove the determination of research subjects' tendency in truth-seeking. Afterward, the results of think-aloud and taskbased interview were put under analysis, so as to determine the types of mental structure and mechanism. The research findings have indicated that (1) all mental structures have been constructed by all research subjects and (2) two types of mental mechanism are evident among the subjects, including the process of interiorization coupled with coordination and another process encompassing interiorization, coordination, and reversal.