ethanporcaro/eric-fulltext-meta huggingface dataset:
Senior Meets Junior Digital Natives: TESLians Integrating Technology in Their Teaching Practice
Author: Men, Loo Kien
Date: 2019-10-00
Type: Journal Articles
Subjects: English (Second Language),Technology Integration,Generational Differences,Electronic Learning,Teacher Education,Public Colleges,Foreign Countries,Personality Traits,Information Technology,English Instruction,Young Adults,Cognitive Style,Student Motivation,Correlation,Preservice Teachers

The younger generations of students called Digital Natives learn via technology. The Malaysia Education Blueprint 2013-2025 has taken the initiatives to implement Information and Communication Technology (ICT) in learning in bid to cater to their learning styles. However, the implementation has not been smooth-sailing as most teachers have not been integrating ICT in their lessons seamlessly. Goldberg's (1981) Big Five Model of Personality can explain various usage of ICT based on their respective trait but TESL (Teaching English as Second Language) undergraduates in the Malaysian context had not been studied before. The researcher purposively selected 72 TESL undergraduates from the Faculty of Educational Studies in a public university in Malaysia for the study using a questionnaire and semi-structured interview. The findings reported high levels of ICT integration and motivation in integrating it. Next, they scored the highest in Openness to experience towards ICT integration in L2 teaching while low in Neuroticism. There was also a statistically significant, moderate, positive relationship between their level of motivation, Agreeableness, Conscientiousness, Extraversion and Openness traits and their ICT integration in L2 teaching. These findings present vital implications for TESL program and course coordinators to facilitate their pre-service teachers to leverage ICT in their teaching practice.
Level of Civic Knowledge and Attitude as Antidotes of Civic Engagement among Secondary School Students in Oyo State, Nigeria
Author: Olayinka, Abdu-Raheem Bilqees
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Knowledge Level,Civics,Citizen Participation,Secondary School Students,Student Attitudes,Public Schools,Citizenship Responsibility,Community Development,Civil Disobedience,Citizenship Education,Adolescents

The study investigated the level of civic knowledge and attitude as antidotes of civic engagement of secondary institution students in Oyo State. It also examined their attitude towards civic engagement. The research design is descriptive of the survey type. Population comprised all 411,912 public schools in urban and rural areas in Oyo State. Sample was 600 public school students selected using multistage sampling procedure. The instrument used was titled 'Students' Civic Engagement Questionnaire' (SCEQ). The instrument was validated through face and content validity while reliability of the tool was established using Cronbach's alpha method and a coefficient of 0.72 was obtained. Data were analysed using descriptive statistics for the research questions raised. It was found that the level of secondary school students' civic knowledge and engagement was moderate, while their attitude towards civic engagement was negative. Based on the results it is suggested that students be enlightened to take part in civic obligations in order to develop positive attitudes towards civic engagement. Additionally, non-governmental organisations should intensify efforts in campaigning and promoting civic duties as this could increase the awareness of the citizens.
Nationalism, Patriotism and Global Citizenship: A Comparison in between the Social Studies Teacher Candidates in the US and Turkey
Author: Altikulaç, Ali
Date: 2019-10-00
Type: Journal Articles
Subjects: Cross Cultural Studies,Patriotism,Nationalism,Citizenship,Global Approach,Foreign Countries,Social Studies,Comparative Analysis,Teacher Attitudes,Educational Background,School Location,Case Studies,Cultural Differences,Teacher Education

The aim of this research is to introduce the opinions of the social studies teachers who receive education in USA and Turkey in relation to the concepts of nationalism, patriotism and global citizenship comparatively. The basic research design belonging to the research is of a case study model. The multiple techniques have been used to transform the data sets to findings. According to the results of the research, it becomes evident that the constructive patriotism attitudes that belong to the participants from both countries are high and if comparison is made, the blind patriotism attitudes that belong to the participants from Turkey are higher than the participants from USA. On the other hand, if the global citizenship attitudes are taken as a basis, the participants from USA are more prone to global citizenship in comparison to the participants from Turkey.
Principals&apos; Role in Promoting Teachers&apos; Professional Development and Learners&apos; Performance in Secondary Schools in Murang&apos;a and Kirinyaga Counties, Kenya
Author: Mwihaki, Irungu Cecilia
Date: 2019-10-00
Type: Journal Articles
Subjects: Principals,Administrator Role,Teacher Administrator Relationship,Academic Achievement,Secondary School Students,Foreign Countries,Secondary School Teachers,Teacher Attitudes,Administrator Attitudes,Inservice Teacher Education,Faculty Development,National Competency Tests,Transfer of Training,Correlation,Counties

Students' overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country's minimum university entry. Concerns have been raised regarding this trend in students' achievement. This study examined the performance of the principals' role in promoting teachers' professional development and learners' performance in Kirinyaga and Murang'a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p&gt;0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals' role in promoting teachers' professional development and learners' performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.
The Role of Memory in Dyslexia
Author: Alsulami, Sami Ghazzai
Date: 2019-10-00
Type: Journal Articles
Subjects: Memory,Dyslexia,Cognitive Processes,Correlation,Short Term Memory,Phonology,Long Term Memory,Sensory Experience,Elementary School Students,Secondary School Students,Foreign Countries,Phonological Awareness,Speech Communication

This paper examines what the literature proffers regarding the relationship between dyslexia and memory deficiencies. Dyslexia is a well-known learning disability that has been recognized since the late 1800's and has grown in notoriety since it was first discovered (Javier, 2015). It is especially notable due to its current prevalence among school aged children as well as adults and because of the detrimental nature that impaired literacy can have on their ability to read, write and excel academically. Discussed here are a history of dyslexia, along with a general exploration of the functions of memory and how it has to do with the processing and output of information within the mind. Two research studies are examined that help draw a direct correlation between a deficit in short-term and working memory with the phonological difficulties suffered by those who experience dyslexia. By better understanding the role of memory in dyslexia, educators may be more efficient at assisting and implementing early intervention for those children who need it.
Use of Movies in Human Rights and Democracy Teaching
Author: Özensoy, Ahmet Utku
Date: 2019-10-00
Type: Journal Articles
Subjects: Civil Rights,Democracy,Films,Public Colleges,Foreign Countries,Instructional Effectiveness,Preservice Teachers,Social Studies,Freedom,Student Attitudes,Educational Benefits,Social Justice,Empathy,Social History,Consciousness Raising

The aim of this study is to determine how cinema movies contribute to students' learning of human rights and democracy in the 2017-2018 Academic Year Fall Semester. The research was modelled according to the pattern of action research from qualitative research methods. Research was conducted for 13 weeks in a public university in Turkey. In the Human Rights and Democracy course, 13 movies about human rights were watched, interpreted and evaluated. Structured interview form was applied to 13 students. Data was analyzed by content analysis. The findings revealed that in general movies can be useful in teaching human rights and democracy issues. In this way, it has been found that both cognitive and affective subjects can be learned permanently. It has been concluded that movies can be used effectively in value teaching and movies based on real events should be used.
Using Rater Cognition to Improve Generalizability of an Assessment of Scientific Argumentation
Author: Borowiec, Katrina
Date: 2019-11-00
Type: Journal Articles
Subjects: Evaluators,Scoring,Scoring Rubrics,Protocol Analysis,Generalizability Theory,Persuasive Discourse,Science Process Skills,Psychometrics,Interrater Reliability,Accuracy,Cognitive Processes,Interviews,Science Tests

Rater cognition or &quot;think-aloud&quot; studies have historically been used to enhance rater accuracy and consistency in writing and language assessments. As assessments are developed for new, complex constructs from the &quot;Next Generation Science Standards (NGSS),&quot; the present study illustrates the utility of extending &quot;think-aloud&quot; studies to science assessment. The study focuses on the development of rubrics for scientific argumentation, one of the NGSS Science and Engineering practices. The initial rubrics were modified based on cognitive interviews with five raters. Next, a group of four new raters scored responses using the original and revised rubrics. A psychometric analysis was conducted to measure change in interrater reliability, accuracy, and generalizability (using a generalizability study or &quot;g-study&quot;) for the original and revised rubrics. Interrater reliability, accuracy, and generalizability increased with the rubric modifications. Furthermore, follow-up interviews with the second group of raters indicated that most raters preferred the revised rubric. These findings illustrate that cognitive interviews with raters can be used to enhance rubric usability and generalizability when assessing scientific argumentation, thereby improving assessment validity.
Embedded Tutoring to Enhance Dialogic Feedback and Improve Student Self-Regulation
Author: Marshall, Heidi
Date: 2019-00-00
Type: Journal Articles
Subjects: Writing Instruction,Tutoring,Feedback (Response),Writing (Composition),Independent Study,Self Efficacy,Laboratories,Capstone Experiences,Computer Assisted Instruction,Graduate Students,Graduate School Faculty,Doctoral Programs

Online higher education writing centers are often viewed as a space separate from students' learning environment; a landscape of assistance rather than true education. The goal of this pilot program was to create a geography of shared experience between students, faculty, and writing specialists to facilitate the process of enhancing student self-regulation of and self-efficacy for writing. This was accomplished through an embedded tutor pilot in which professional online writing center staff members engaged in early capstone courses for fully-online doctoral programs. The pilot also aimed to enhance faculty efficacy for supporting student writing.
The Benefits of Utilizing Learning Management Systems in Peer Tutor Training
Author: Crouse-Machcinski, Kaitlyn
Date: 2019-00-00
Type: Journal Articles
Subjects: Peer Teaching,Tutoring,Integrated Learning Systems,Training,Educational Technology,Technology Uses in Education,College Students,Attendance,Assignments,Group Discussion

Tutor training programs are essential for the success of a learning center. For the learning center to adequately serve its students, the tutors must be given proper training, support, and guidance. By utilizing technology, especially learning management systems (LMS), in tutor training programs, learning centers can raise their quality of tutors and contribute to the success of their students through these tutors. The following article will show how one University is using an LMS as part of their tutor training program. In addition, the definition, basic uses, benefits, and challenges of LMS will be addressed. If used effectively, other institutions can use their own LMS as a low cost way to improve their learning center's training program.
Predictive Validity of Student Risk Screening Scale--Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools
Author: Lane, Kathleen Lynne
Date: 2019-12-00
Type: Journal Articles
Subjects: Predictive Validity,Elementary School Students,At Risk Students,Screening Tests,Behavior Problems,Oral Reading,Reading Fluency,Reading Achievement,Child Health,Suspension,Psychometrics,Test Validity,Test Reliability,Student Characteristics

In this article, we examined predictive validity of &quot;Student Risk Screening Scale--Internalizing and Externalizing&quot; (SRSS-IE) scores for use with elementary-age students (N = 4,465) from 14 elementary schools. Results indicated elementary school students with high levels of risk according to fall SRSS-IE scores--especially those with externalizing behaviors--were more likely to have lower oral reading fluency scores, lower Measures of Academic Progress (MAP) reading scores, more nurse visits, and more days spent in in-school suspension compared with students at low risk for externalizing or internalizing behaviors. Educational implications, limitations, and future directions are presented.
Dialogic Discourse Analysis: A Methodology for Dealing with the Classroom as a Text
Author: Skaftun, Atle
Date: 2019-00-00
Type: Journal Articles
Subjects: Discourse Analysis,Classroom Communication,Classification,Literature,Teaching Methods,Dialogs (Language),Sociocultural Patterns,Learning Theories

Bakhtin is a source of theoretical inspiration for educational research. This article will be an attempt to activate also Bakhtin's analytical practice and his methodology. I will explore and elaborate the typology of discursive relations which are suggested in Bakhtin's book on Problems of Dostoevsky' Poetics (Bakhtin ,1984), and the potential application of it in the study of discourse in the classroom. In order to do so properly it will be necessary to activate Bakhtin's understanding of the utterance as a meaningful unity, and thus also the problem of authorship and the relationship between author and hero. Bakhtin's analytical practice can be considered a consistent methodology for the study of literature in schools as well as in the scholarly study of literature (cf. Skaftun, 2009; 2010), and I have called it dialogic discourse analysis (DDA). The first main part of the article elaborates key features of DDA in dialogue with Bakhtin's work. In the other main part, DDA is applied to educational settings in order to enter the educational dialogue on how to make sense of authorship and the adhering conception of the classroom as a text. My ambition here is primarily to elaborate DDA as a powerful and dynamic toolkit also for educational research. In doing so I also hope to contribute to the ongoing work of transferring Bakhtin's dialogism as a whole from the study of literature to the study of education. Examples will in part be drawn from literature, but for the most part from educational settings.
Learning from Writing Center Assessment: Regular Use Can Mitigate Students&apos; Challenges
Author: Trosset, Carol
Date: 2019-00-00
Type: Journal Articles
Subjects: Laboratories,Writing Achievement,Use Studies,Consultants,Student Satisfaction,Writing Skills,Liberal Arts,College Freshmen,Self Efficacy,English (Second Language),Low Income Students,College Entrance Examinations,First Generation College Students,Grade Point Average,Instructional Effectiveness,Scores,Tutoring

To demonstrate effectiveness, writing centers collect quantitative and/or qualitative information about and from the students who use their services. A broader understanding of effectiveness requires us to consider both direct measures of writing quality and why some students do not use the writing center. This mixed-methods research followed one entry cohort for two years and found that regular use of our Writing Center was correlated with higher grades in writing-rich courses, regardless of student background. Findings regarding one-time visitors indicate that adopting more flexible pedagogies is key in encouraging them to return.
Understanding and Addressing Student Procrastination in College
Author: Korstange, Ryan
Date: 2019-00-00
Type: Journal Articles
Subjects: College Students,Productivity,Academic Achievement,Intervention,Study Habits,Student Behavior,Time Management,Efficiency

Procrastination is common in the collegiate sphere. However, procrastination is often stigmatized as causing college students to be unsuccessful. Most students have been told not to procrastinate, but they continue to do so, implying that student procrastination will not stop. Yet, significant discontinuities exist between emerging procrastination related research -- specifically the distinction between active and passive procrastination, the concept of temporal discounting, and the methods of project management, each of which conflict with the standard advice given to students. This article synthesizes research in the aforementioned areas in order to create a more nuanced view of student procrastination and to establish better mechanisms to encourage student productivity.
Global Leadership in Sino-US Cross-Border Higher Education
Author: Bu, Xin
Date: 2019-00-00
Type: Journal Articles
Subjects: International Education,Multicampus Colleges,Higher Education,Educational Cooperation,International Cooperation,College Faculty,Universities,Decision Making,Teacher Administrator Relationship,Foreign Countries,Partnerships in Education,Global Approach,Instructional Leadership,College Administration

Cross-border higher education co-delivered by Chinese and American universities has grown in recent decades. The study focuses on six International Branch Campuses (IBCs) in China, a joint venture between American universities and their Chinese partners. Fourteen Western faculty members who have worked at IBCs were interviewed face-to-face on a one-on-one basis. Three themes were identified in the results: (1) concerns about decision-making, (2) faculty-administrator relationships, and (3) a lack of shared understanding. Implications were provided to leaders from the Chinese partner universities and the home campuses.
The Best Three Years of Your Life: A Prediction of Three-Year Graduation with Diagnostic Classification Model
Author: Qin, Lu
Date: 2019-00-00
Type: Journal Articles
Subjects: Graduation Rate,Time to Degree,College Credits,Grade Point Average,Socioeconomic Status,Student Characteristics,Models,Probability,Predictive Measurement,High School Students,Enrollment,Classification

The 3-year graduation rate is a rarely measured metric in higher education compared to its 4- or 6- year graduation rate counterparts. For the first time in college (FTIC) students to graduate in three years, they must come with certain skills, abilities, plans, supports, or motivations. This project considers two distinct but interrelated ways of using advanced and novel statistical models, the Log-linear Cognitive Diagnostic Model (LCDM) and the Logistic Regression model (LR), to look at both students' ability to graduate in three years and the characteristics that contribute to this ability. The results indicate that the LCDM is a reliable and efficient statistical model which can provide accurate prediction of students' ability to graduate early. In addition, student enrolled credit hours in the semester, transfer credit hours, student high school GPA, and student socioeconomic status (EFC) were statistically significant predictors contributing to three-year graduation. The significant interaction between students' EFC status and transfer credit hours has a meaningfully practical impact on enrollment strategies and institutional policies. Future studies could use the same LCDM model to consider the degree to which these or other characteristics contribute to 4-, 5-, and 6-year graduation rates. Identification of these characteristics could have policy, student support, and admissions implications. Additionally, the success of the LCDM model in predicting ability could be used for predicting abilities unrelated to graduation, including the ability to pay off loans, succeed in an internship, or give back financially to a university.
The Effects of Video-Based Pre-Lab Instruction on College Students&apos; Attitudes and Achievement in the Digital Era
Author: Aronne, Luciana
Date: 2019-00-00
Type: Journal Articles
Subjects: Video Technology,Instructional Effectiveness,Student Attitudes,Undergraduate Students,Science Achievement,Chemistry,Science Instruction,Science Laboratories,Lecture Method,Scores,Time on Task,Cognitive Processes,Difficulty Level,Delivery Systems,Instructional Films,Introductory Courses,Student Characteristics

This study examines the effectiveness of pre-laboratory presentations in an undergraduate general chemistry laboratory using two different modes of delivery: a traditional lecture versus an in-class video presentation. It was anticipated that implementation of videos could result in improved laboratory efficiency, safety, and necessary technical skills for the students. Thus, the purpose of this study was to examine this hypothesis by comparing laboratory quiz scores and completion times of students who received their pre-laboratory instruction in a traditional lecture versus in-class video format. The results of this study provide new insight into the benefits of using technology for delivery of prelaboratory instruction and offer suggestions for considerations when implementing technological tools (such as videos) into laboratory instruction.