ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of Digital Formative Assessment Tools: Features and Future Directions
Author: Çekiç, Ahmet
Date: 2021-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Futures (of Society),Computer Assisted Testing,Guidance,Decision Making,Student Evaluation,Internet,Web Sites,Educational Technology,Databases,Electronic Publishing,Evaluation Methods,Computer Software,Feedback (Response),Teacher Student Relationship,Grading,Scoring,Test Items,Item Analysis,Learning Analytics,Distance Education,Online Courses,Tests

The Internet and the software stores for mobile devices come with a huge number of digital tools for any task, and those intended for digital formative assessment (DFA) have burgeoned exponentially in the last decade. These tools vary in terms of their functionality, pedagogical quality, cost, operating systems and so forth. Teachers and learners need guidance on how to choose the most effective digital formative software to make the most out of it. This study provides an in-depth critical review of the features of most popular formative assessment tools available on the Internet. It aims to unearth what current DFA tools can do and what further developments are needed for more effective use. The tools for analysis were sampled using frequency of mentions in educational technology websites and blogs and two scholarly databases (Web of Science and Scopus). After identifying the most frequently recommended, reviewed and researched formative assessment tools, the researchers inspected 14 tools in terms of various issues, ranging from platforms and devices used, item-types offered by the software, features related with monitoring student performance and providing feedback (through student/instructor dashboards), grading, scoring of open-response items and collaborative responses. The results indicated that all closed-ended items were common to all the tools examined and they were automatically scored, while only a few of them offered underdeveloped methods of grading open-ended items. All the tools provided learner analytics with diverse forms of data and different mechanisms for feedback, yet the most common form of data were immediate answers and numerical scores. It was also clear that popularity did not necessarily mean offering more functionalities and better tools. Based on the status of the tools, avenues for further research are discussed.
The Effects of the Flipped Classroom Model on the Laboratory Self-Efficacy and Attitude of Higher Education Students
Author: Çelik, Harun
Date: 2021-00-00
Type: Journal Articles
Subjects: Flipped Classroom,Self Efficacy,Student Attitudes,Science Laboratories,College Freshmen,Computer Simulation,Physics,Foreign Countries,Science Experiments

In class environments, the flipped classroom (FC) model has been found to increase students' attitudes, achievement, and motivation. However, the practical effects of the FC model in laboratory environments have not been introduced into the literature. Therefore, in this study, the effects of the FC model on the laboratory self-efficacy skills and attitudes of higher education students were investigated within the scope of the physics laboratory course. The data were purposively collected from a group of 84 first-year university students aged between 18-20, who were, then, sorted out into two groups: experimental and control. The sequential explanatory design model by Creswell was used, which is a subcategory of the mixed-methods design. While the FC model was applied to the experimental group, the traditional classroom model was used in the control group. In the data collection process, qualitative and quantitative data collection tools were used sequentially. The experimental results obtained at the end of a six-week study showed that the FC model significantly improved the laboratory self-efficacy and attitude towards the laboratory of higher education students. Therefore, the FC model was also found to have positive effects in laboratory environments.
Attitudes towards Probability and Probability Teaching Scale: An Adaptation Study
Author: Özyildirim Gümüs, Feride
Date: 2021-00-00
Type: Journal Articles
Subjects: Probability,Student Attitudes,Instructional Effectiveness,Elementary School Teachers,Mathematics Instruction,Factor Analysis

The concept of probability is an important concept to learn in school. That is why teachers and preservice teachers should learn how to teach this concept effectively. It is important and necessary to know the attitudes of teachers towards the subject of and the teaching of probability. For this reason, a scale related to the attitudes towards probability and probability teaching is adapted in this study. A quantitative research model was adopted as the research method, and data was collected from 265 prospective elementary mathematics teachers of different grade levels. After language translation of the scale items, necessary statistical analysis was conducted for the adaptation process. At the end of the study, a seven-factor scale with 27 items was obtained. There were four items in all dimensions, as in the original scale, but only three items in the behavioral component towards the teaching of probability dimension remained after the adaptation process.
The Structural and Contextual Quality of Preservice Elementary Teachers&apos; Argumentative Discussions
Author: Cappellaro, Evren
Date: 2021-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Preservice Teachers,Misconceptions,Elementary School Teachers,Teacher Education Programs,Undergraduate Students,Science Instruction,Scientific Research,Teaching Methods,Pedagogical Content Knowledge,Scientific Principles,Comparative Analysis,Electronic Equipment,Physics,Thermodynamics,Foreign Countries,Student Evaluation

This study investigates the preservice elementary teachers' ability to use the components of an argument structure on a given science topic as well as the quality of the developed argument during their sophomore and senior year. In doing so, the study also aimed to discuss the effect of teacher education programs on the development of argumentation skills of students over two years. A qualitative research approach was applied. The data were collected from the same participants at the end of their second and fourth years through having them discuss different generic frameworks. The argumentative discourses were analyzed in four stages. The scientific argumentations' overall quality was at low-level. The participants' claims were generally established without using data and warrants. They failed to transfer their scientific knowledge into discussion using qualifiers and rebuttals. The quality of the data, claim, and warrants were insufficient and included misconceptions. The teacher education program increased the students' scientific knowledge to some extent. Courses with more argumentation-based discussions could help students to increase the quality of their argument and their capabilities to use components of an argument structure.
An Investigation of Visual Arts Teachers&apos; Attitudes towards Distance Education in the Time of COVID-19
Author: Kara, Sema
Date: 2021-00-00
Type: Journal Articles
Subjects: Visual Arts,Art Teachers,Teacher Attitudes,Distance Education,COVID-19,Pandemics,School Closing,Educational Technology,Technology Uses in Education,Gender Differences,Age Differences,Institutional Characteristics,Secondary School Teachers,High School Teachers,Public Schools,Private Schools,Foreign Countries,Teacher Characteristics

In the fight against the 2019 coronavirus disease (COVID-19) pandemic, countries have replaced traditional face-to-face education with distance education as a defense tool. Distance education is not only education and training but also is related to individuals. In today's world, where we are faced with a new development, the conveniences provided by distance education technologies have been used in all areas of education. Therefore, technological developments cause changes in all areas of education systems. These changes affect the quality and functions of art education directly and indirectly. In this study, visual arts teachers' attitudes towards distance teaching during the COVID-19 pandemic were investigated. For this purpose, the attitudes towards distance education were examined by gender, age and school type variables. The study, which was carried out in the survey model, was carried out with 165 visual arts teachers working in public and private secondary and high schools in Konya, Aksaray, Karaman and Nigde provinces. Distance education attitude scale was used to collect the research data. Findings revealed that visual arts teachers' attitudes towards distance education were generally negative. In addition, the participating teachers' attitudes towards distance education differed based on the school type, gender and age variables.
A Study of the Learning Outcomes on Marine Education
Author: Lai, Ching-San
Date: 2021-00-00
Type: Journal Articles
Subjects: Marine Education,Oceanography,Conservation (Environment),Grade 3,Elementary School Students,Student Attitudes,Field Trips,Instructional Effectiveness,Science Activities,Informal Education,Scientific Literacy,Science Achievement,Natural Resources,Foreign Countries

The major purpose of this study was to explore the learning outcomes on marine education for 3rd graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the experimental group (N=56) were given eight weeks of marine education activities and a one-day field trip at Tamsui River &amp; Estuary Park in New Taipei city. Two research instruments were used in this study, including a Marine Education Achievement Test and an Attitude towards Marine Education Scale. The results were obtained by t-test analysis. The results of this study were (1) the Marine Education Achievement Test showed students in the post-test achieved higher scores than in the pre-test (t = 14.21, p &lt; 0.001); and (2) the Attitude towards Marine Education Scale showed students in the post-test had higher scores than in the pre-test (t = 4.28, p &lt; 0.001). Therefore, it can be concluded the marine education activities and field trip were effective for 3rd graders' learning on marine education in this study.
A Qualitative Study on the Perception of Fatherhood
Author: Gurkan, Tanju
Date: 2021-06-00
Type: Journal Articles
Subjects: Fathers,Parent Attitudes,Parent Role,Gender Differences,Family Relationship,Foreign Countries,Self Evaluation (Individuals),Parent Participation

The changing structure of the society and the increase in the number of working women has been influential on the relationship between the child and the parent. Today, the woman, who is responsible for the nutrition and care of the child according to the traditional point of view, can perform these duties not on her own but with her husband and the basic needs of the child can be provided by the parents together. Therefore, the role of fatherhood has changed and fathers have become more involved in meeting the basic needs of the child. This study aims to explore how men perceive fatherhood and how mothers perceive their husband's fatherhood. 15 fathers and 15 mothers were included in the study. Mothers and fathers were interviewed to collect the data and the data were examined under the main categories of &quot;Fatherhood self-assessment&quot; and &quot;Fatherhood role perception.&quot; The results provide insight into how fathers parenting children between the ages of 3 and 6, how they perceive their fatherhood and how mothers perceive their husband's fatherhood. Furthermore, results were obtained about how parents define fatherhood and which roles they associate fatherhood with. In conclusion it was found that fathers have a traditional perception on fatherhood, and the results were discussed in this context. As it is one of the first studies on fatherhood conducted in the TRNC, this study has importance and similar studies are suggested to carried out.
Attributes of 3D Computer Models for Learning the Structure of Atom by Undergraduate Science Teacher&apos;s Students
Author: Akilli, Mustafa
Date: 2021-06-00
Type: Journal Articles
Subjects: Computer Simulation,Nuclear Physics,Undergraduate Study,College Science,Technology Uses in Education,Science Instruction,Instructional Effectiveness,Student Teachers,Academic Achievement,Schemata (Cognition),Spatial Ability,Models,Computer Software,Undergraduate Students

This paper focuses on examining the effectiveness of three-dimensional (3D) computer models on student teachers' academic achievement, mental model construction, and spatial ability used in learning the &quot;atomic models&quot; topic in this study. The students were randomly assigned into two groups: the treatment group (TG) where 3D computer models were used and the control group (CG) where models were not used for teaching. The treatment group was instructed using 3D computer models, while the traditional learning process was adopted in the control group. With the help of SPSS software, the independent-groups t-test and one way MANOVA were performed between the control and treatment groups. Cohen's d and eta-squared values were calculated for the effects of the computer models. Through this study, it was seen that the instruction using 3D computer models contributed to students' achievement, mental model construction, and spatial ability more than the traditional instructional process.
Comparing Computer-Based Programs&apos; Impact on Problem Solving Ability and Motivation
Author: Doster, Hannah
Date: 2021-00-00
Type: Journal Articles
Subjects: Computer Software,Teaching Methods,Feedback (Response),Mathematics Instruction,Scaffolding (Teaching Technique),Computer Assisted Instruction,Problem Solving,Mathematics Achievement,Grade 5,Elementary School Students,State Standards,Achievement Gains,Instructional Effectiveness,Student Motivation

Teaching mathematics involves a variety of techniques and approaches in order to reach students' academic needs in a way that aids them in achieving at the level required by state standards. One of the ways that educators are meeting the needs of their students is through using computer-based programs. In this study, 17 fifth grade students were placed into two groups and assigned computer-based programs. One program, MobyMax, offered students scaffolding measures to aid in concept development. The other program, IXL, offered students detailed feedback in response to their answer submissions. This study was designed to determine the impact of the features of the two computer-based programs on student achievement through problem solving and their level of motivation. Students in both groups experienced gains in problem-solving ability on average, while it appeared that those who received instruction through MobyMax benefitted more. Time spent on the program did not appear to be a contributing factor to gain score for problem solving. And student motivation showed little change throughout using either computer-based program.
Computer-Based Reading Interventions with a Post-Secondary Student with Intellectual Disability: Self-Determined and Fixed Response Intervals
Author: Wright, Shelby
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Intellectual Disability,Postsecondary Education,Self Determination,Intervention,Teaching Methods,Word Recognition,Sight Vocabulary,Educational Technology,Technology Uses in Education,Instructional Materials,Visual Aids,Reading Instruction

Working with a post-secondary student with intellectual disability, an adapted alternating treatments design was used to compare sight-word acquisition across three computer-delivered learning trial interventions: one with fixed 5-s response intervals, another with fixed 1-s response intervals, and a third with self-determined intervals. Visual analysis of session-series graphs suggest that all three interventions increased sight-word acquisition with the 5-s and self-determined interventions causing more steady and consistent learning per session than the 1-s intervention. Analysis of the time-series graph suggests that the self-determined intervention caused superior learning rates to the other interventions. From an applied perspective, the self-determined intervention is the most appropriate remedial procedure for this student because it resulted in the most rapid learning. Discussion focuses on the value of making relative-effectiveness decisions based on measures of learning as a function of time spent learning (learning speed) versus measures of learning as a function of sessions or trials.
University Fourth Mission, Spin-Offs and Academic Entrepreneurship: Connecting Public Policies with New Missions and Management Issues of Universities
Author: Boffo, Stefano
Date: 2019-03-00
Type: Journal Articles
Subjects: Universities,Institutional Mission,Entrepreneurship,Technology Transfer,Foreign Countries,College Administration,Public Policy

Universities are presently considered vital players in the transfer of knowledge, innovation and technology to the economy. This is one of the roots of the diffuse reform processes evident in most European tertiary sectors. In almost 25 years Italian universities have experienced many changes that deeply reshaped their academic institutions. Among other aspects, the need to make an adequate contribution in answer to the demands of society led to an extension and deepening of universities' so-called Fourth Mission (Geiger, 2006; Kretz &amp; Sá, 2013). A multifaceted set of activities were therefore introduced to strengthen the liaison between academia and society. In the past, this role was mainly concerned with granting patents to outsiders, but today universities are also increasingly dedicated to the creation and promotion of spin-off activities. These are instruments designed to respond to social pressures towards accountability and establish a dialogue with the economy through the sharing of academic research findings. In this framework, the main features of each academic institution are an important variable in the spin-offs' development process. Through the use of 4 case studies (University of Messina; Polytechnic of Turin; Scuola Superiore Sant'Anna of Pisa; University of Trento) and the analysis of 40 qualitative interviews with key actors in each spin-off (directly and indirectly involved in the entrepreneurial projects), the paper investigates university spin-offs in Italy from two different perspectives. First, the growing number of spin-offs as related to the present conditions of young Italian academic researchers (increasingly affected by budget constraints), university policies, and new management issues. Second, the identity and self-perception of academic actors involved in the spin-offs' creative process.
A Comparative Analysis of Liberal Arts Models in Three Institutions from Mainland China, Hong Kong, and Taiwan
Author: Leping, Mou
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Liberal Arts,Higher Education,Asian Culture,General Education,Holistic Approach,Models,Cultural Differences,Educational History,Institutional Mission,Political Influences,Cultural Influences,History

This research aims to examine the liberal arts models of three institutions in three Chinese societies. The theoretical framework for the study is the capabilities approach. I use a qualitative method of document analysis to examine educational goals, missions, and curricula in the three institutions. The research finds that, with a focus on whole-person cultivation, liberal arts education in the three institutions follows the global model, but their curricula and understandings of liberal arts education are influenced by their social contexts and specific political, cultural, and historical factors. The study contributes to research regarding the diversification of university models at a time when the global research university dominates all ranking systems.
Metaphoric Perceptions of Teachers, Students, and Parents towards Social Media
Author: Kaban, Abdullatif
Date: 2021-00-00
Type: Journal Articles
Subjects: Social Media,Parent Attitudes,Student Attitudes,Teacher Attitudes,Socialization,Figurative Language,Phenomenology,Content Analysis,Classification,Addictive Behavior,Communication (Thought Transfer),Language Usage,News Reporting,Technology Uses in Education,Educational Benefits,Negative Attitudes,Preschool Education,Elementary Secondary Education,Higher Education,Foreign Countries

Social media, one of the modern communications and socialization channels, has become one of the indispensable tools of education. This study, it was aimed to reveal the perceptions of teachers, students, and parents about the concept of &quot;social media&quot; through metaphor. In this study, which used a phenomenology design, which is one of the qualitative research methods, the data were collected using a structured online metaphor form. A total of 166 people participated in the study with the role of teacher, student, or parent. Among these, responses matching the metaphor structure of 136 people were analyzed using the content analysis method. As a result of the analysis, it was concluded that the metaphors were classified under the categories of &quot;Addiction&quot;, &quot;Not real&quot;, &quot;Everything is in it&quot;, &quot;Communication channel&quot;, &quot;Usage&quot;, &quot;Indispensable&quot;, &quot;Feature&quot;, and &quot;Harmful&quot;. The participants mostly used the metaphors of &quot;bottomless well&quot;, &quot;life&quot;, &quot;drugs&quot;, &quot;swamp&quot;, &quot;news tool&quot;, &quot;alcohol&quot;, &quot;mask&quot;, &quot;car&quot;, and &quot;virus&quot; for social media. In line with these results, to benefit from the advantages of using social media in education, it is recommended to provide awareness training to teachers, students, and parents. The study also concluded that the perceptions of the participants towards social media were generally negative.
Moving from What Do English Teachers Know? to &quot;How Do English Teachers Experience Knowledge?&quot; A Decolonial Perspective in the Study of English Teachers&apos; Knowledge
Author: Castañeda-Londoño, Adriana
Date: 2021-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Language Teachers,Guidelines,Epistemology,Pedagogical Content Knowledge,Teaching Methods,Teacher Attitudes,Personal Narratives,Schemata (Cognition),Emotional Response,Self Concept,Foreign Countries

There has been a continuing interest in defining what comprises English teachers' knowledge with the purpose of defining the boundaries of the English Teaching field and developing it as a respected discipline in education (Richards, 1990). The objective of this paper, shaped by the tenets of the Decolonial Turn, is to share some of the results of studying teachers' knowledge with a view of knowledge described by Anzaldúa (2000) as &quot;an overarching theory of consciousness… that tries to encompass all the dimensions of life, both inner -mental, emotional, instinctive, imaginal, spiritual, bodily realms--and outer--social, political, lived experiences.&quot; (p. 177). Data were gathered by means of testimonial narratives, and their analysis followed some guidelines of Benmayor's (2012) framework of testimonial narratives writing and communal analysis. The study is also inspired by and grounded on the &quot;Epistemologies of the South&quot; (Sousa Santos, 2004, 2006, 2016, 2018) to think of knowledge beyond the cognitive experiences of teachers. Some of the results show that teachers' knowledge is something experienced by them not only in their cognition but also in their emotions and body. Not only do teachers rely on content, pedagogical or methodological knowledge, but also on emotion, as evidenced in a sample of teachers' testimonial narratives.