ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Children&apos;s Values Questionnaire: Measurement, Gender, and Age Issues
Author: Fyffe, Loyd Richard
Date: 2021-00-00
Type: Journal Articles
Subjects: Values,Gender Differences,Age Differences,Test Construction,Questionnaires,Self Concept,Behavior,Life Style,Interpersonal Relationship,Educational Environment,Emotional Intelligence,World Views,Grade 4,Grade 5,Grade 6,Grade 7,Foreign Countries,Standards,Responsibility,Creativity,Empathy,Interpersonal Communication,Physical Activities,Peer Relationship,Friendship,Elementary School Students,Parent Child Relationship,Bullying,Academic Achievement,Psychomotor Skills,Justice,Motivation,Self Management,Cooperation,Safety,Problem Solving,Test Validity,Test Reliability

Values are conceptualized as the standards individuals use to determine the status of events and actions and are considered to influence individuals' behaviours, reasoning, and perceptions. Based on a synthesis of six school-based student values enhancement programs, this paper reports on the development of the Children's Values Questionnaire (CVQ). This Questionnaire was conceptualized as composing of seven dimensions: Self-Concept; Behaviour; Healthy Life; Social; School Climate; Emotional Intelligence; World View and 26 related sub-dimensions. A total of 848 co-educational students (52% male, 48% female) from Years (Grades) 4 to 7, ages 9 to 13+ years, across 11 Australian schools completed the 95-item CVQ Questionnaire. The Cronbach alpha coefficient of the instrument was 0.94, indicating that the questionnaire had good internal consistency. The inter-correlation between its seven dimensions clustered at Pearson r = 0.55. An exploratory factor analysis was supportive of the CVQ's theoretical construct (Norm Fit Index of the data to the theoretical construct, 0.09). Girls rated themselves higher than boys (p &lt; 0.001) on items related to Playing by the Rules, Responsibility, Creativity, Empathy, and Communication, and boys rated themselves higher than girls on Physical Activities items (p &lt; 0.001). Older students (Years 6 and 7) compared to younger students (Years 4 and 5) demonstrated greater discernment and differentiation of context (p &lt; 0.05), the growing influence of peer friendship in their value beliefs and an increase in confidence in social settings (p &lt; 0.001). The relationship of the CVQ to Schwartz's Universal Valued Goals is reported in the paper, along with examples of the application of the CVQ in schools.
Self-Efficacy Perceptions of Science Teachers for Assessment Literacy
Author: Çambay, Öznur
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Teachers,Secondary School Students,Self Efficacy,Gender Differences,Teacher Attitudes,Correlation,Student Evaluation,Evaluation Methods,Science Tests,Science Education,Measures (Individuals),Knowledge Level,Teaching Experience,Foreign Countries,Secondary School Teachers

The purpose of this study is to examine the self-efficacy perception levels of science teachers for assessment literacy in terms of various variables by determining them and to reveal the correlation between them. The research was designed in the scanning model, one of the non-experimental quantitative methods. The sample of the study consists of 236 teachers who are in service in the secondary schools affiliated to the Ministry of National Education in the provinces and districts of Elazig in the 2019-2020 academic year. &quot;Self-efficacy perception scale for assessment and evaluation&quot; was applied as data collection instrument in the study. In the analysis of the data obtained through the data collection instrument, in addition to descriptive statistics, t-test and one-way analysis of variance were used for independent samples. As a result of the research, it was determined in the comparisons that the self-efficacy of the teachers and their sub-dimensions for assessment literacy presented a significant difference in favor of the female teachers according to the gender variable. Moreover, it was concluded that the self-efficacy of the teachers and their sub-dimensions for assessment literacy significantly differ in favor of the teachers who received postgraduate education according to the educational status variable. Whereas there was no statistically significant difference in self-efficacy for assessment literacy according to the seniority variable, it was observed that the sub-dimensions of self-efficacy for assessment literacy were significantly different in favor of the teachers who were between 1-10 years of seniority according to the seniority variable. Some recommendations were provided within the scope of the results obtained at the end of the research.
Students&apos; Perceptions on the Effect of Text Length on Their Vocabulary Success
Author: Aydin, Erkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Vocabulary Development,Secondary School Students,Foreign Countries,Language Tests,Feedback (Response),Scores,Pretests Posttests,Grade 7,Textbooks,Turkish,Reading Materials

The purpose of this study is to determine the effects of text lengths on students' vocabulary and to reveal students' opinions about their vocabulary development considering text lengths. This study used exploratory sequential mixed method pattern, which combines quantitative and qualitative data gathering techniques and combines research results. The study group constitutes 7th grade students studying at a secondary school in Turkey. Within the scope of the research, &quot;Vocabulary Success Test (VST)&quot; was used as quantitative data gathering tool, and &quot;Structured Feedback Form (SFF)&quot; was used as qualitative data tool. In the quantitative analysis of the research data, considering the structure of the data, t-tests were used in dependent and independent groups using SPSS-PASW Statistics 18. Descriptive analysis technique was used in the qualitative analysis of the research data. According to the results of this research, a statistically significant difference was found between the success scores of the short texts pretests and post-tests of the experimental group; it is concluded that there is no significant difference in long texts. The students in the research group stated that the short and concise texts in the course books increased their motivation towards the course.
The Views of Pre-Service Elementary Teachers about Online and Traditional Peer Assessment
Author: Akcay, Ahmet Oguz
Date: 2021-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Undergraduate Students,Student Attitudes,Elementary Education,Peer Evaluation,Validity,Confidentiality,Friendship,Evaluation Criteria,Interaction,Synchronous Communication,Computer Mediated Communication,Web 2.0 Technologies,Public Colleges,Foreign Countries

The goal of this study is to compare traditional peer evaluation and online peer evaluation in order to identify which method is more effective in evaluating peers. Qualitative research method was used in this study to understand pre-service teachers' opinions on different peer evaluation techniques. The study was carried out in a state university in Turkey. The sample consisted of 58 second year pre-service teachers majoring in primary school teacher program who enrolled in &quot;Instructional Technologies and Material Development&quot; course. Pre-service teachers were divided into 11 groups, with five or six students in each group. Participation was voluntary and the students in each group actively participated in the traditional and online peer assessment activities. The analyses of the data were done via content analysis, by creating categories and then themes. The themes that emerged as a result of the analysis of the data collected within the study were (1) objectivity, (2) evaluation criteria, (3) interaction, and (4) attributes of the online evaluation platform. The study concluded that a combination of peer and instructor evaluation and even self-assessment can give a better validity and objectivity of assessment.
Supporting STEM Faculty of Large Enrollment Undergraduate Courses: A Mixed Methods Study of Impact
Author: Wheeler, Lindsay B.
Date: 2021-00-00
Type: Journal Articles
Subjects: STEM Education,Introductory Courses,Class Size,Undergraduate Students,Student Attitudes,College Faculty,Faculty Development,Institutes (Training Programs),Communities of Practice,Program Effectiveness,Curriculum Development,Curriculum Implementation,Alignment (Education),Evidence Based Practice,Student Centered Learning,Student Centered Curriculum

A plethora of literature exists identifying the importance of engaging students in learning within Science, Technology, Engineering, and Math (STEM) undergraduate courses, making professional development (PD) for faculty teaching these courses vital. Yet few studies of PD programs focus on STEM faculty, incorporate direct measures of faculty practice, and seek to understand the student experience in courses taught by these faculty. In this study, I examine the impact of a program for faculty teaching large enrollment STEM courses on their perceptions, instructional practices, and student perceptions of learning. The program included a week-long course design institute (35 hrs) and a year-long STEM Faculty Learning Community (STEM-FLC) that met monthly (14 hrs). Data included faculty surveys, course syllabi, observations of teaching, and Student Evaluations of Teaching (SETs). Results suggest the program helped instructors create more learning-focused courses and implement student-centered instructional practices to differing degrees. Despite the STEM-FLC, faculty still perceived barriers to implementing their course design. Students' perceptions of course instruction and self-reported learning in these courses highlighted the importance of in-class activities. Finally, when the course design and instructional practice were aligned, students had more positive perceptions and reported higher learning gains compared to students in courses with misalignments in design and practice. Based on the findings of the study and connection with PD literature, I provide a set of essential PD features that may enable STEM faculty to make meaningful and lasting changes to practice.
Values Education Using the Digital Storytelling Method in Fourth Grade Primary School Students
Author: Ayten, Basak Kasa
Date: 2021-04-00
Type: Journal Articles
Subjects: Values Education,Story Telling,Technological Literacy,Teacher Attitudes,Student Attitudes,Video Technology,Elementary School Students,Grade 4,Diaries,Case Studies,Teaching Methods,Writing Skills,Justice,Educational Technology,Student Developed Materials,Visual Aids,Freehand Drawing

In today's world where technology develops rapidly and young people keep up with this technology, students should both improve their digital literacy and make their learning permanent. Digital storytelling is also a method where the student is active in the learning environment and improves his technological literacy. The present study aims to investigate the use of digital storytelling method in values education in primary school fourth grade. The study was conducted with a case study design, one of the qualitative research methods. The participants of the study consist of 31 students studying in the fourth grade of a primary school in the northwest of Turkey in the spring semester of the 2018-2019 academic year. The data were collected through observations, semi-structured interviews with students and teachers, products produced in the digital storytelling process, and the diaries kept by the second author and students. The descriptive analysis method was used for the analysis of the data. The data obtained in the digital storytelling stages were analyzed using students' products, video recordings, observations, and the diaries kept by students and the second author while the data obtained from the interviews were analyzed by showing themes, sub-themes, frequencies, and percentages in tables. As the results indicated, the students expressed that their use of technology and story writing skills developed during the digital story process and that they liked dubbing and the picture drawing processes but experienced difficulties due to not being equipped. In addition they underlined that the story presentations allowed them to reinforce and internalize their knowledge about the value of justice.
The Morass of Misconceptions: How Unjustified Beliefs Influence Pedagogy and Learning
Author: McAfee, Morgan A.
Date: 2021-00-00
Type: Journal Articles
Subjects: Misconceptions,Educational Psychology,Teaching Methods,Learning Processes,Teacher Attitudes,Beliefs,Learning Motivation,Academic Achievement,Pedagogical Content Knowledge,Kindergarten,Elementary School Teachers,Secondary School Teachers,Curriculum Development,Incidence,Research Reports,Neurosciences,Brain Hemisphere Functions

When teachers harbor misconceptions or unjustified beliefs about teaching, learning, and academic motivation, the pedagogical consequences can be severe. It is likely these teachers will unintentionally perpetuate such false beliefs upon students through ineffective teaching strategies or misinterpretations of learning science. Misconceptions among K-12 teachers are particularly deleterious due to the substantial influence teacher beliefs exert upon curriculum development, pedagogy, and the construction of effective learning environments. Prior research has explicated the prevalence of erroneous beliefs about general psychology and neuroscience among various populations but has rarely examined teachers' misconceptions about pertinent topics in educational psychology. Consequently, this review highlights theoretical, inferential, and measurement concerns specifically related to educational psychology misconceptions. Recommendations for future research and the development of appropriate instrumentation to measure and mitigate educational psychology misconceptions are also discussed.
Validity and Reliability Evidence of Professional Obsolescence Scale According to Different Test Theories
Author: Altun, Sadegul Akbaba
Date: 2021-00-00
Type: Journal Articles
Subjects: Skill Obsolescence,Job Skills,Professional Development,Organizational Climate,Burnout,Elementary Schools,Secondary Schools,School Administration,Principals,Test Construction,Test Validity,Test Reliability,Measures (Individuals),Foreign Countries

This study aims to develop a scale that will determine the factors causing professional obsolescence in the field of education. In this context, the Professional Obsolescence Scale (POS) has been developed to determine the professional and organizational obsolescence of primary, secondary and high school administrators. In this scale development process, steps were followed in line with the suggestions of Crocker and Algina (2006) and Cronbach (1984). Firstly, 63 items were prepared and 991 school principals participated the study. R (version 4.0.1) software was used to analyze the data. Item and test parameters and information functions have been estimated using Samejima's Graded Response Model based on Item Response Theory. Principal Axis Analysis was performed for the construct validity of the scale, and four-dimensions structure with 47 items has been obtained. These dimensions are named as &quot;Being Open to Professional Development&quot;, &quot;Job-Ability Harmony in Profession&quot;, &quot;Organizational Support in Professional Development&quot;, &quot;Professional Burnout&quot;. The scores obtained from each dimension are evaluated within themselves. It has been observed that each dimension fulfills the conditions of unidimensionality, local independence, model-data fit and parameter invariance. According to the Classical Test Theory, Cronbach Alpha coefficients are between 0.807 and 0.945. The Stratified Alpha coefficient calculated for the whole scale is 0.94. According to the Item Response Theory, the marginal reliability coefficients were between 0.857 and 0.936 and the empirical reliability coefficients were found between 0.854 and 0.938.
The Relationship between Secondary School Students&apos; Writing Attitudes and Anxiety and Writing Disposition
Author: Karahan, Berna Urun
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Secondary School Students,Writing (Composition),Anxiety,Writing Skills,Foreign Countries,Gender Differences,Correlation,Grade 5,Grade 6,Grade 7,Grade 8,Student Characteristics,Persistence,Self Esteem,Student Motivation

Literacy is an important result of language teaching. Language skills are like the pieces of a whole. The accurate acquisition of these skills, which are needed to be used effectively by individuals both in their social and educational life, is equally valuable. Writing is a skill that is acquired and developed mostly during the learning process among these skills. Writing requires not only recognizing the letters and language rules but also understanding and internalizing oneself and the environment. Therefore, emotions, opinions and experiences regarding this skill should be emphasized. The aim of this study is to review the relationship between secondary school students' writing attitudes and anxieties, and writing dispositions. The study group of the study included secondary school students who were randomly selected in the center of Kars, Turkey in the 2019-2020 academic year. Data were collected using &quot;the Attitude Scale towards Writing for Secondary School Students&quot;, &quot;the Writing Disposition Scale&quot;, and &quot;the Writing Anxiety Scale for secondary school Students&quot;. The results showed that secondary school students' writing attitudes, dispositions and anxieties did not produce a significant difference based on the variable of gender.
Drawing Skills of Candidates for Architectural Studies vs. Learning Outcomes of Graduates. Comparative Research Based on the Example of the Faculty of Architecture, Poznan University of Technology
Author: Gawlak, Agata
Date: 2021-00-00
Type: Journal Articles
Subjects: Architectural Education,Correlation,COVID-19,Pandemics,College Faculty,College Entrance Examinations,Comparative Analysis,Outcomes of Education,Foreign Countries,Educational Change,Teaching Methods,Universities,College Admission,Freehand Drawing,Graduates

Major changes in the organisation of the teaching process at universities in Poland had to be introduced in response to the current pandemic situation and threat of further spread of SARS-CoV-2 virus. This article presents the results of the research conducted at the Faculty of Architecture, Poznan University of Technology in view of the pilot, experimental entrance exam that excludes the evaluation of drawing skills of candidates for architectural studies in the 2020/21 recruitment process. The purpose of the research was to find a correlation between the quality of candidates accepted for the BSc (engineer) programme studies, evaluated on the basis of their drawing skills demonstrated during the entrance exam and the learning outcomes of graduates. For that purpose, the authors hereof have carried out an analysis with the use of the Spearman Rank Correlation formula. The comparative analysis has shown that candidates whose drawing skills were evaluated highly during the entrance exam did not necessarily rank as the top grade scoring graduates of the first degree study programme, and thus, it has further been shown that good drawing skills at the beginning of the study programme do not guarantee top learning results at the end of the studies. In effect, the research should become a starting point for a discussion in Poland on whether there are any justified grounds for entrance exams in drawing or whether a portfolio of works may replace it and be an effective recruitment criterion.
Some Resolutions for Gaming Addiction in Schools
Author: Villanueva, Fritzgerald
Date: 2021-00-00
Type: Journal Articles
Subjects: Addictive Behavior,Behavior Disorders,Symptoms (Individual Disorders),Therapy,Self Control,Video Games,Outcomes of Treatment,Correlation,Screening Tests,Credibility,Competition,Educational Environment,Educational Strategies

Gaming addiction is a behavioural disorder that requires clinical therapy because of its symptoms, which often overwhelm children's sense of self-control. However, the credibility of the screening test for gaming addiction is contentious in the literature, resulting in some ambiguous distinctions between excessive video gaming and the disorder. Furthermore, the effectiveness of clinical treatments for the disorder lacks empirical evidence. Online game rooms, video game clubs, and gaming tournaments offer some opportunities for educators to resolve these problems. Consequently, exploring these problems and resolutions related to gaming addiction is worthwhile.
Assessing the Technology Self-Efficacy of Maritime Instructors: An Explorative Study
Author: Sharma, Amit
Date: 2021-00-00
Type: Journal Articles
Subjects: Marine Education,Industry,Pedagogical Content Knowledge,Technological Literacy,Technology Integration,Web 2.0 Technologies,Information Technology,Self Efficacy,Self Evaluation (Individuals),Transformative Learning,21st Century Skills,Universities,Trade and Industrial Teachers,Foreign Countries

Maritime Education and Training (MET) is an integral part of the global maritime industry, playing an essential role in ensuring that the sector is supplied continuously with a skilled workforce. The successful outcomes of the educational content delivery in MET institutes depend, to a certain extent, on the maritime instructor's ability to create conducive learning environments utilizing all of the resources available. The self-efficacy of maritime instructors in various facets, most notably their proficiency with the use of technology in classrooms, can lead to the introduction of transformative learning practices. Accurately measuring their self-reported technological proficiency could be the initial step in this direction. This study aimed to measure the self-reported technology proficiency of maritime instructors using an established and validated scale: Technology Proficiency Self-Assessment for the 21st century (TPSA-C21). The scale was administered, using an online survey, to a sample of MET instructors within Europe and the UK, with n = 62 valid responses received. Using descriptive statistics and the evaluation of the measurement model, the study highlighted the perceived level of proficiency of the MET instructors along dimensions such as email, world-wide web use, emerging tools, teaching with technology, integrated applications, and teaching with emerging technologies. The survey also measured the perceived level of technology integration for maritime instructors according to the Concerned-Based Adoption Model--Level of Use (CBAM--LoU) classification. The results indicate a potential area of improvement for maritime instructors with regard to their self-reported proficiency, namely in the dimension of teaching with emerging technology. The implications for the MET domain, the respondent demographics and the future research directions are discussed.
Bullied at School: Improving the Odds for Our Children
Author: Khinich, Edward
Date: 2021-00-00
Type: Journal Articles
Subjects: Bullying,Self Esteem,Academic Achievement,Intervention,Social Emotional Learning,Prevention,Social Support Groups,Teacher Student Relationship,Well Being,Educational Environment,Elementary Secondary Education

For many students, bullying is a daily struggle. It can undermine their self-esteem and the ability to succeed academically and socially. Educators have an opportunity to reverse this situation and to support students' attainment of successful life outcomes through classroom and school interventions. Supporting student development of social and emotional skills, and establishing a collaborative support network of classroom teachers, school staff, families and community members can mitigate the effects of bullying, prevent further incidents from occurring, and create a supportive community of learners that can sustain personal growth of all students.