ethanporcaro/eric-fulltext-meta huggingface dataset:
Weaving School and Life Involvements: Exploring Self-Regulatory Process of Adult Students in Online Distance Education Courses
Author: Abdrahim, Nur Aira
Date: 2020-07-00
Type: Journal Articles
Subjects: Self Management,Adult Students,Nontraditional Students,Undergraduate Students,Electronic Learning,Online Courses,Distance Education,Student Responsibility,Employment,Family Life

This study presents a new understanding of how adult students engage in the self-regulatory process. Based on the social cognitive model of self-regulated learning (SRL), a qualitative study was conducted to inductively explore the adult students' self-regulatory process in online distance education (DE) courses. In addition to being registered as online DE students, all participants were purposively recruited to meet the age requirements of being 25-years and older and having a self-supporting job and/or key family commitments. The findings broadly suggest the adaptive nature of the adult students' self-regulatory process; influenced by their online distance course settings and requirements as well as their broader life involvements and responsibilities as adults.
Psychometric Studies: Review on Theories of Intelligence and Achievement
Author: Squires, David R.
Date: 2017-00-00
Type: Journal Articles
Subjects: Psychometrics,Intelligence,Intelligence Tests,Achievement,Theories,Research,Correlation,Expertise

There are a multitude of different theories on intelligence and achievement. While intelligence theory remains a highly contentious issue, there are commonalties among prominent research based and non-research based theories, particularly the adoption of belief over testable theory by researchers. The embracing of speculative theory exemplifies a serious dilemma when combining multiple theories to create an archetypal definition. Conjecture can often take the place of measurable analysis. Shedding light on a single pinnacle theory of intelligence remains conjectural, due to the highly complex and nuanced nature of human development. Furthermore, there are immeasurably different perspectives on the meaning of intelligence, and the implications of intelligence theory in general. However, exhaustive research based theories often produce the greatest impact when tested effectively and placed within the context of investigative evaluation. This paper seeks to examine the various components of intelligence theory in order to develop a more comprehensive approach that identifies how intelligence is a complex combination of many different factors.
Training the Teachers of Tomorrow in an Era of Rapid Technological Advancement
Author: Seifert, Tami
Date: 2017-00-00
Type: Journal Articles
Subjects: Technological Advancement,Technology Integration,Teacher Educators,Preservice Teachers,Preservice Teacher Education,Teaching Methods,Educational Innovation,Change Strategies,Role Perception,Teacher Attitudes,Student Attitudes,Coping,21st Century Skills,Futures (of Society),Public Colleges

This study aims to explore the way teacher educators cope with technological-pedagogical change processes during their teaching and tutoring and adapt the teaching methods to the present age. 86 educators and 186 pre-service teachers filled an online questionnaire which included quantitative as well as qualitative, open questions. In addition, 11 interviews were conducted. The study results indicate that despite the ubiquitous changes that we experience in our environment, methods of teaching and learning have not changed substantially. Students feel that in fact, educators are not making a genuine effort to lead the change that they recognize as so important. While preservice teachers and educators agree that experiencing new technological environments is an important step toward a different educational future, they both feel they do not have enough knowledge about essential pedagogical changes and about the skills they will require in order to cope with the new reality.
Factors Affecting the Academic Performance of College Students
Author: Arora, Nisha
Date: 2017-00-00
Type: Journal Articles
Subjects: Academic Achievement,College Students,Study Habits,Personality Traits,Student Interests,Foreign Countries,Gender Differences,Teacher Effectiveness,Attention Control,Family Environment,Predictor Variables

The academic achievement of any student is the result of a complex interplay of various factors, such as study habits, personality trait, and personal interest of student as well as teaching skills of concerned faculties. This paper examines the relative importance of these factors on student's academic performance. The authors have collected data from 117 college/university students studying in Gurugram. To study the factors affecting academic grades of students, the authors have used factor analysis technique. Also to investigate the impact of these factors on academic grades, the they have used Multiple Regression Analysis (MRA) with dummy variable for introducing categorical variable 'gender'. Results of the analysis indicates teaching efficacy of educators, study habits, distraction factors, and family environment of student as significant predictors of academic performance of college students. Results also point towards gender difference in academic achievement of students. On average, girls achieve higher grade than boys. For the purpose of data analysis, Statistical Package for Social Sciences (SPSS) is used.
The Relation between Resilience and Life Satisfaction in Pre-Service Preschool Teachers in Turkey
Author: Yildirim, Günseli
Date: 2017-00-00
Type: Journal Articles
Subjects: Correlation,Resilience (Psychology),Life Satisfaction,Preservice Teachers,Well Being,Social Support Groups,Young Adults,Positive Attitudes,Student Empowerment,Goal Orientation,Rural Urban Differences,Socioeconomic Status,Foreign Countries

At present, it is important that individuals have wellness and abilities to cope with problems and to create solutions to problems. These abilities influence individuals' life satisfaction and resilience levels. Life satisfaction refers to well-being and predominance of positive feelings over negative feelings. It is agreed that the less the discrepancy between desires and achievements is, the higher the life satisfaction is. Resilience and life satisfaction are two concepts which have gained importance recently. The objective of this study was to examine factors influencing resilience and life satisfaction and the relation between resilience and life satisfaction in pre-service preschool teachers at Dokuz Eylül University and Ege University. The study was based on the relational screening model. Data were collected with the Resilience Scale and the Satisfaction with Life Scale in the spring term of the 2015/2016 academic year. Two hundred students were included into the study through random sampling. Of 200 students, 181 (90.5%) were female and 19 (9.5%) were male. Data were analyzed with independent samples t test, one-way variance analysis, and Pearson correlation analysis. Resilience and its several subscales are associated with life satisfaction. As resilience increases so does life satisfaction. Social support is effective in improvement of resilience. Young people living in metropolises are lucky in terms of gaining leadership features and being full of life. In addition, young people feeling happy with their study field can be more powerful and full of life and have more initiative and goals. The students luckiest in terms of being optimistic and full of life can be the ones having middle socio-economic status. The positive relation between resilience and life satisfaction reveals the significance of resilience. Therefore, children should be provided with appropriate environments which will develop resilience. Besides, families and teachers should be informed about the issue. Awareness of the society about social support, which helps develop resilience, could also be increased and importance of support from peers, families and relatives in lives of individuals could be emphasized. In addition, suitable environments could be provided for social activities at and outside school.
Rapport, Perceptions of Effectiveness, and Course Grade Expectations, a Correlational Analysis
Author: Yezbick, Erin
Date: 2017-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Student Evaluation of Teacher Performance,Teacher Effectiveness,Student Motivation,College Freshmen,Grades (Scholastic),Expectation,Correlation,College Faculty

The purpose of this study was to determine whether a relationship exists between student/instructor rapport, student perceptions of instructor effectiveness, and course grade expectations. Previous studies have determined that rapport affects motivation (Bergström, 2010; Frisby, Berger, Burchett, Herovic, &amp; Strawser, 2014; Legg &amp; Wilson, 2009), perceptions of teacher effectiveness (Giles, 2011; Kozub, 2010), and evaluation scores (Barth, 2008; Kowai-Bell, Guadango, Little, &amp; Ballew, 2012). Student ratings of instruction are the most widely used measure of college teaching effectiveness. Determining what causes one subject to boost a student's rapport with the instructor might help educators apply that knowledge to other subjects. The study was conducted as quantitative research using a non-experimental correlational research design. Data were collected using two instruments, the Professor-Student Rapport Scale and the IDEA Student Ratings of Instruction Short Form. The data were analyzed using Pearson product-moment correlation coefficient (Pearson's r) and Spearman's rank-order correlation coefficient (Spearman's r[subscript s]). The study found statistically significant s positive correlations between Professor-Student Rapport and Instructor Evaluation and between Professor-Student Rapport and Student Expected Course Grade.
Collaborative Teaching in Mainstream Schools: Research with General Education and Support Teachers
Author: Ghedin, Elisabetta
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Attitudes,Inclusion,Regular and Special Education Relationship,Training,Secondary School Teachers,Team Teaching,Cooperative Planning,Teacher Education Programs,Teacher Competencies,Foreign Countries,Mainstreaming,Students with Disabilities,Teacher Role,Special Education Teachers

This study investigates collaborative attitudes and practices in mainstream Italian schools. Research questions are the following: what kind of teachers' and students' collaboration occurs in inclusive settings? To what extent did significant differences exist among general education teachers and support education teachers? To what extent did training lead to deep-level collaboration practices? Two connected phases compose the research process. The first one is an exploratory phase, subdivided into two stages: four classes of a secondary school were observed through two different structured checklists aimed at obtaining a general exploratory view about teaching practices. In the second stage a survey on attitudes and cultures about collaboration has been implemented and 691 teachers were asked to express their viewpoints (on an &quot;ideal&quot; and &quot;real&quot; plane) regarding the co-teaching dimensions. In the second phase, a group of teachers (20) was selected to be trained on co-planning, co-instructing and co-assessing dimensions of co-teaching (Murawski, 2003) and 2 pairs of teachers (control and target group) were video observed in their daily practices in the classroom. Data showed a &quot;co-teaching paradox,&quot; i.e., the contradiction which often exists between what a teacher believes is important at an ideal level, and what is actually deemed to be important on a plane of reality. Finally, teacher training programs have a responsibility for preparing GETs and STs for collaboration with a focus on strategies to reduce the gap between the ideal and the real situations, starting by reinforcing the ideal vision and supporting the identification of a useful repertoire of collaborative &quot;good practices&quot; for all in-service teachers.
Students&apos; Perspectives on Paraprofessional Support in German Inclusive Schools: Results from an Exploratory Interview Study with Students in Northrhine Westfalia
Author: Köpfer, Andreas
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Needs Students,Students with Disabilities,Student Attitudes,Paraprofessional School Personnel,Teaching Assistants,Inclusion

Paraprofessional support is increasingly implemented in schools as part of inclusive school development in many countries, primarily for students with Special Educational Needs. Educational research has shown growing interest in paraprofessional support in inclusive schools, focusing on the conceptual design and professionalization of this supporting role. However, the voices of students with paraprofessional support have seldomly been heard within the inclusive education discourse. Therefore, this research article presents research results of a study in Northrhine-Westfalia (Germany) which reconstructed paraprofessional support practices from the perspective of students. In this paper we depict exemplary sequences which show the students' perspective on learning in class among students who are assigned paraprofessional support.
Vocational Business Students&apos; Conceptions and Misconceptions of Taxes as an Input for Instruction and Curriculum Development
Author: Cechovsky, Nora
Date: 2020-00-00
Type: Journal Articles
Subjects: Taxes,Foreign Countries,Business Education,Misconceptions,Secondary School Students

Context: Tax evasion and tax compliance are important topics on a European level. Next to regulations and fines, the understanding of tax-related issues impacts a tax compliance decision. Vocational business students already pay taxes and are potential future entrepreneurs who will increasingly have to deal with tax-related issues in the future. Tax-related content is, therefore, integrated in the curriculum of business colleges in Austria. Information on business students' conceptions and misconceptions concerning taxes can serve as valuable input for instruction and curriculum development. Approach: In order to explore the conceptions and misconceptions of taxes among potential future entrepreneurs, students aged between 17 and 18 from business colleges in Austria were interviewed. Therefore, the technique of problem-centred interviews was chosen. The material was then analysed by using Mayring's content analytic method of structuring. Findings: The students' conceptions and misconceptions of taxes, the difference to scientific knowledge as well as possible reasons for the misconceptions are analysed and discussed. The results show that misconceptions concerning basic principles of taxes exist, that students only have vague conceptions and little experience when it comes to income tax. They do not perceive themselves as taxpayers even though many of them have work experience and they regularly act as consumers and pay value added tax. Even though the students are more familiar with value added tax rates, misconceptions concerning the reasons behind the differences in rates exist. Finally, most of the students only fragmentally remember the last fundamental tax reform in Austria. Conclusion: The findings as well as an analysis of the curriculum suggest that the students are missing basic knowledge on taxes as for example the difference between fees and taxes. On a curricular level, knowledge important for the individual taxpayer should build the ground for further business-related content. Finally, background knowledge on why different forms of taxes exist and on tax reforms should foster a deeper understanding and complement the factual knowledge most students already possess.
VET Realignment and the Development of Technical Elites: Learning at Work in England
Author: Esmond, Bill
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Vocational Education,Workplace Learning,Work Experience Programs,Career Readiness,Differences,Social Change,Educational Policy,Educational Change,Postsecondary Education,Secondary Education

Context: An enhanced role for work-based learning is advocated increasingly widely across industrialised countries and by international Vocational Education and Training (VET) policies. However, this is framed differently in each country by long-term policy orientations that reflect VET's relationship with wider economic and social formations. These national differences reflect path dependency but also distinctive responses to contemporary challenges such as globalisation. In England, recent reforms strengthening workplace learning are constrained by existing patterns of skill formation and may be shaped by further market liberalisation and divergence from social and economic policies in Europe. Approach: The study examined the relationship between greater emphasis on workplace learning in England and societal change, addressing the research question: how are early experiences of work in England, as part of young people's full-time education programmes, positioning them for future employment? Case studies were organised around apparently distinctive placement types that had emerged from earlier studies. Using the constant comparative method, the team identified a series of categories to distinguish the way each type of work-based learning positioned students in a particular type of labour market transition. Findings: Evidence emerged of divergence in England's &quot;further education&quot; system, across mainly male &quot;technical&quot; routes, young people on vocational courses preparing them for routine, low-skilled, precarious employment, and an area of greater uncertainty preparing young people for digital routes linked to the &quot;new economy&quot;. Key dimensions of difference included study locations, discourses of occupational status, types of valued learning content, approaches to socialisation, sources of expertise and processes of credentialisation. In each case, learning at work served to position students for a particular type of labour market transition, which we characterise as technical elite formation, welfare VET and new economy precarity. Conclusion: Approaches to workplace learning in England already reflect social distinctions but entail the possibility of reinforcing these, supporting a more hierarchical pattern of labour market transition. Whilst the upper strata of VET shift their purpose to support the formation of new &quot;technical elites&quot;, others face the possibility of further marginalisation. Such new inequalities could become central to a further fragmented society in a post-Brexit, post-COVID-19 Britain. Other European states facing challenges of globalisation and the transition to services are also likely to experience pressures for VET stratification, although they may seek less divisive solutions.
The Comparison between Two Hypnoteaching Models in Mathematics Teaching and Learning
Author: Ja'faruddin
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Teaching Models,Instructional Effectiveness,Student Motivation,Hypnosis,Mathematics Achievement,High School Students,Secondary School Mathematics,Foreign Countries

This study compares two hypnoteaching models used to teach students mathematics. Due to the increase in the use of these models, further vigorous studies are needed to verify their effects. This is a quasi-experiment research conducted to compare the use of the hypnoteaching model using three classes of students. The first, second, and third classes of 15, 13, and 15 students were randomly taught with the Erickson Hypnoteaching Model (Erickson-HM), Elman Hypnoteaching Model (Elman-HM), and conventional non-hypnoteaching model (CM), respectively. The results showed that students in the Erickson-HM group outperformed others, while those in the ElmanHM group performed better than their peers in the CM group. In addition, students in both hypnoteaching groups had higher motivation in learning than those in the CM group. Therefore, discussions and suggestions on hypnoteaching of math were proposed.
The Introduction of Proof at the Secondary School in Cameroun: A First Approach through the Study of Quadrilaterals and Triangles in the Textbook
Author: Youkap, Patrick Tchonang
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematical Logic,Geometric Concepts,Secondary School Mathematics,Textbook Content,Grade 7,Grade 8,Problem Solving,Discovery Learning,Illustrations,Foreign Countries

The purpose of this article is to better understand how proof is introduced into the study of quadrilaterals and triangles in high school. To do this, we designed a grid to analyse mathematics textbooks in Cameroon francophone subsystems (7th Grade and 8th Grade). The Anthropological Theory of Didactics and the paradigms in geometry served as a theoretical framework for our analyses. The results of our analysis indicate that problems in the lessons section correspond to guided problems. These kinds of problems do not develop students' spirit of research and initiative. The authors of the textbook choose to teach the functioning of deductive reasoning in the 8th Grade. They choose to introduce proof in the commented exercise section rather than lessons section. The learning problems proposed in the textbooks contain drawings wish have informative function and representative function. The preponderance of drawings with a representative function that have the same shape and name observed in textbooks can contribute to the construction of constant visual models in students' minds. This could lead to the superficial use of drawings in proof tasks.
Missed Opportunity in Mathematics Anxiety
Author: Brewster, Barbara Jane Melissa
Date: 2020-00-00
Type: Journal Articles
Subjects: Mathematics Anxiety,STEM Education,Academic Achievement,Mathematics Achievement,Low Achievement,Performance Factors,Incidence,Cognitive Processes,Genetics,Social Influences,Stress Variables

In our technologically advanced society proficiency in mathematics is paramount to success in the science, technology, engineering, and mathematics (STEM) employment sector. Mathematics anxiety negatively affects an individual's physiological and cognitive functioning, which results in the individual obtaining lower achievement in mathematics. The consequences of low mathematics achievement can have devastating consequences for the individual's career in STEM fields which require high level mathematics. This article will provide a review of the prevalence of mathematics anxiety, its historical development, as well as theories from education, psychology, neuroscience and causal factors purporting to provide a comprehensive understanding of mathematics anxiety. We propose a fourth causal factor, missed opportunity, in which the individual is high functioning academically, but exhibiting mathematics anxiety. He or she is not able to perform well in mathematics due to missing the opportunity to learn the foundational mathematics knowledge necessary in STEM fields.