ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Evidence-Based Strategies and Open-Access to Improve Learning and Teaching
Author: Nordmann, Emily
Date: 2020-00-00
Type: Journal Articles
Subjects: Evidence Based Practice,Instructional Improvement,Open Educational Resources,Learning Strategies,Lecture Method,Video Technology,Electronic Learning,Teacher Attitudes,Student Attitudes

Emily Nordmann's primary work has been guidance for how to use lecture recordings effectively for staff and students. This involved a peer-reviewed publication (Nordmann et al., 2020) and a set of infographic guides that have been adopted at institutions internationally. This work also led to the development of a generic course that teaches study strategies to support students learning on lecture-based courses with a focus on embedding evidence-based study strategies and teaching techniques from cognitive and educational psychology throughout the curriculum. This article discusses the reasons Nordmann introduced this teaching method and the benefits that it provides. This is followed by peer testimony, a discussion of the challenges, students' perspectives, and her own reflections. The article concludes with information on the dissemination and publication of her practice.
Bilingual Education for All in Rhode Island: Assuring the Inclusion of Minoritized Language
Author: Papa, Erin L.
Date: 2020-11-00
Type: Journal Articles
Subjects: Bilingual Education,Language Minorities,Immersion Programs,Public Schools,Asian Americans,Cambodians,Latin Americans,Minority Group Students,Educational Policy,State Policy,Elementary Secondary Education,Hispanic American Students,Austro Asiatic Languages,Spanish Speaking

This paper explores the policies and ideologies affecting language education in Rhode Island, where as a result of a State Language Roadmap, groups are working at the grassroots level toward the implementation of dual language immersion in all public school districts. The author points out that while the push from business for multilingual employees, with a focus on the languages of economically powerful nations, could risk the further marginalization of minoritized languages, it could alternatively be leveraged to support minoritized languages equitably and make bilingualism and biliteracy the norm for all students. Using the critical race theory (CRT) as a lens along with Valdez, Delavan, and Freire's (2014) global human capital and equity/heritage frameworks, this argument is contextualized by focusing on the case of Guatemalans and Cambodians in Rhode Island.
Developing Sexual Diversity Teaching for the Psychological Workforce
Author: Laville, Allán
Date: 2020-00-00
Type: Journal Articles
Subjects: Psychology,Sexual Orientation,Mental Health,Allied Health Personnel,Diversity,Consciousness Raising,Barriers,LGBTQ People,Skill Development,Student Attitudes,Counselor Training,Higher Education,Social Attitudes

Nationally, there is limited guidance for practitioners on how to consider a patient's sexual orientation within therapeutic work and previously, no guidance for Psychological Wellbeing Practitioners (PWPs). This is an issue as without appropriate awareness guidance, poor clinical practice will occur. The aim of the sexual diversity project was to create a teaching session which included a safe space to enable rich and deep discussions, which ultimately leads to considering different perspectives and enhanced clinical practice. Benefits for students and PWPs included: (1) creating a safe space for individuals to openly contribute through discussion to a subject that could feel sensitive; (2) consolidation of knowledge tasks; (3) helping to develop new perspectives; and (4) improved clinical practice. Challenges included the consideration of making intersectionality more explicit within the teaching. Sexual diversity teaching supported individuals to develop their knowledge of sexual orientation considerations as well as their reflective and clinical skills.
Development of the STEM Career Interest Scale for High School Students
Author: Kizilay, Esra
Date: 2020-09-00
Type: Journal Articles
Subjects: Test Construction,STEM Education,Vocational Interests,High School Students,Foreign Countries,Factor Analysis,Test Validity,Test Reliability,Self Efficacy,Expectation

In this study, it is aimed to develop a scale to be used to determine the STEM career interest of high school students. Because, when STEM career studies in the literature are examined, the lack of STEM career scale for high school students is remarkable. In this research, developing STEM Career Interest Scale for high school students is important for literature. The scale development principles specified by DeVellis were taken into consideration during the development of the scale. 25-items STEM career interest scale trial form was applied to 462 high school students in their 2016-2017 academic year in Kayseri in Turkey. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) was performed for the construct validity through the data set obtained from the study group. SPSS 22 and AMOS 24 package programs were used to analyze the data. According to the results of Exploratory Factor Analysis (EFA), it was determined that the scale consisted of 20 items and 3 sub-dimensions. Scale sub-dimensions were named as: interest, self-efficacy, outcome expectations. It was determined that the three-factor structure related to the scale explained 71% of the total variance. The Cronbach alpha coefficient was 0.96 for the whole scale. STEM Career Interest Scale developed for high school students can be used in experimental studies or descriptive studies. Validity and reliability studies can be performed by applying the scale to different education levels and it can be used in the studies. [This study was presented as an oral presentation at the 10th International Congress of Educational Research in 2018.]
Examining the Relationship between Metacognitive Awareness and Success Orientations of Physical Education and Sports Teacher Candidates
Author: Karaoglu, Baris
Date: 2020-09-00
Type: Journal Articles
Subjects: Correlation,Metacognition,Goal Orientation,Success,Physical Education,Athletics,Preservice Teachers,Undergraduate Students,Learning Motivation,Achievement Need,Performance Factors,Foreign Countries

The present study aims to investigate the relationship between metacognitive awareness and success orientations of physical education and sports teacher candidates. The population of the research consisted of 240 teacher candidates studying in the third and fourth grades in physical education and sports teaching departments at Bozok, Erciyes, and Mehmet Akif Ersoy Universities, and 142 students who were selected with random sampling method consisted the sample group. In the collection of the data, the Personal Information Form, Metacognitive Awareness Inventory and Success Orientation were used. The obtained data were analyzed in the computer environment. Number, percentage, average, and standard deviation were used as descriptive statistical methods in the evaluation of the data. Pearson correlation analysis was used between the continuous variables of the study. As a result, it was determined that the metacognitive awareness of the physical education teacher candidates was low, the learning orientation and the tendency for performance from the sub-headings of success orientation were high and medium, respectively, and the avoid of performance tendency was medium, and there was a low negative relationship between the metacognitive awareness and the avoid of performance tendency which is among the sub-headings of success orientation. It can be stated that this situation originates from the fact that the physical education teacher candidates possess certain levels of sports skills, knowledge and achievements in the sportive life that started and/or still continue before the university education, and from the thoughts of avoiding negative judgments by performing their skills as well as learning new skills.
Relationship between Emotional Intelligence and Marital Satisfaction of Male and Female Married Teachers in Anambra State
Author: Anyamene, Ada
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Marriage,Marital Satisfaction,Emotional Intelligence,Correlation,Males,Females,Teacher Attitudes,Teacher Characteristics,Secondary School Teachers

Marriage is a bond between a man and a woman that is supposed to produce a satisfactory relationship whereby the married couple experience marital satisfaction that brings about mental and physical health of the individuals. This study determined the relationship between emotional intelligence and marital satisfaction of married teachers in Anambra state. Three research questions were formulated to guide the study while three null hypotheses were tested at 0.05 level of significance. Correlational research design was adopted for the study. A sample size of 1,344 married teachers was drawn from a population of 6,987 married teachers. A multi-stage sampling procedure was followed selecting the sample. Two instruments: Emotional intelligence Scale (EIS) and Index of Marital Satisfaction (IMS) were adopted and used for data collection. The instruments are standardised measures and have the following reliability coefficient; 0.96 for IMS, 0.89 and for EIS. Data was collected through direct delivery approach. Data collected were analysed. Pearson correlation coefficients and regression analysis were used to answer research questions and test the hypotheses. Findings of the study showed among others that there is a significant low relationship existing among married teachers' emotional intelligence and their marital satisfaction. Based on the findings of the study, it was recommended, among others that married teachers should be encouraged by the Counselors involved in marital counselling to pursue habits and attitudes that promote marital satisfaction through periodic seminars and counseling sessions.
Relative Effects of Two Activity-Based Instructional Strategies on Secondary School Students&apos; Attitude towards Physics Practical
Author: Ojo, Oluwasegun Matthew
Date: 2020-09-00
Type: Journal Articles
Subjects: Foreign Countries,Teaching Methods,Learning Activities,Secondary School Students,Student Attitudes,Physics,Secondary School Science,Science Instruction,Science Laboratories,Computer Simulation,Electronic Learning,Conventional Instruction,Program Effectiveness,Observation,Prediction

The study investigated the relative effects of two activity-based instructional strategies on students' attitude towards Physics practical in secondary schools. The study adopted the quasi-experimental design of pretest, post-test and control group. The sample for the study comprised 74 Senior Secondary two (SS II) Physics students who were randomly selected through multistage technique from three co-educational senior secondary schools in Osun state, Nigeria. The schools were randomly selected to two experimental and a control group. The experimental groups were exposed to predict-observe-explain and virtual laboratory instructional strategies while the control group was taught using conventional laboratory strategy. Physics Practical Attitude Scale (PPAS) was the instrument used to collect relevant data for the study. The general question raised for the study was answered using descriptive statistics. The hypotheses generated were analyzed using Analysis of Variance (ANOVA), Scheffe Posthoc Analysis and Multiple Classification Analysis (MCA). Decisions were taken at 0.05 level of significance. The findings from the study showed that the treatment had positive effects on students' attitude towards Physics practical. Based on the findings, it was recommended that Physics teachers should make use of predict-observe-explain and virtual laboratory instructional strategies to improve students' attitude towards Physics practical in secondary schools.
The Effect of Procrastination on Academic Achievement: A Meta-Analysis Study
Author: Akpur, Ugur
Date: 2020-00-00
Type: Journal Articles
Subjects: Time Management,Academic Achievement,Correlation,Predictor Variables,Effect Size,Educational Research,Student Behavior,College Students

The aim of the present study is to examine the effect level of procrastination on academic achievement. To this end, a meta-analytic approach was applied and the studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index to identify the effect size. After reviewing 22 relevant studies with 8307 participants, the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The findings revealed that the variables were negatively correlated with each other and the overall effect size of procrastination on academic achievement was found -0.61, which can be interpreted as the medium effect size. The findings of the study endorse the main tenets of theoretical framework regarding the aforementioned link. [This study was presented as a paper at the INNOVAPROS 2020 Conference.]
The Relationship between Social Justice Leadership, Trust in Principals and Student Motivation
Author: Akman, Yener
Date: 2020-00-00
Type: Journal Articles
Subjects: Correlation,Social Justice,Leadership Effectiveness,Administrator Behavior,School Administration,Principals,Secondary School Students,Urban Schools,Public Schools,Trust (Psychology),Student Motivation,Student School Relationship,Positive Attitudes,Foreign Countries

Motivation for school is an important concept which influences students' academic, social and cultural development. Leadership behaviours to be displayed by school principals can be thought to affect the network of social relations in school and to support the climate of trust in school for students to develop positive attitudes towards the school. In this context, this paper aims to analyse the correlations between school principals' social justice leadership behaviours, students' trust in school principals and motivation for school. The study group was composed of 762 secondary school students from Altindag district of Ankara. The data were collected with social justice leadership scale, trust in the school principal scale and motivation for the school scale. The data were put to descriptive analysis, correlation analysis and multiple linear regression analysis. The findings demonstrated that students had moderate level of perceptions of school principals' social justice leadership behaviours and trust in school principals and high level of motivation for school. Besides, significant correlations were also found between the variables. Additionally, it was found that social justice leadership predicted significantly trust in school principals and motivation for school. The findings showed that the social justice leadership behaviors of the school principal play a key role on students' motivation and their trust in the principals.
Instructor Perspectives on Building Community in Online Discussion-Based Courses: Issues of Pedagogy and Functionality
Author: MacKinnon, Kimberley
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,College Faculty,Communities of Practice,Sense of Community,Interaction,Web Based Instruction,Online Courses,Discussion (Teaching Technique),Inquiry,Multimedia Materials,Video Technology,Individualized Instruction,Instructional Effectiveness,Graduate Study,Foreign Countries,Electronic Learning

Education in this digital age is at a pivotal moment, as technological capability, accessibility, and increased financial pressure on educational institutions make online courses particularly attractive for both students and institutions. The growing pervasiveness of online learning across educational sectors brings forth the need to carefully identify the most promising opportunities and widespread challenges for maximizing student experience in online learning environments (Brett, 2016). In this study, three expert practitioners will analyze their research using PeppeR, a web-based collaborative workspace designed to promote learning within an online community. The analysis is meant to elicit recommendations that may be useful for building online courses in which collective meaning-making is an intentional goal. Analyses provide a practical synthesis of research-based insights gained from the daily challenges of over a decade of teaching and learning online. Several themes emerged from the review and emphasize the importance of different aspects of pedagogical design, communication, and evaluation. Different forms of modalities, strategies, and customization in the learning management system are discussed, including personalized messaging, instructor videos, and use of hashtags.
The Effectiveness of Inquiry Based Learning Model to Improve Science Process Skills and Scientific Creativity of Junior High School Students
Author: Panjaitan, Muktar B.
Date: 2020-00-00
Type: Journal Articles
Subjects: Active Learning,Inquiry,Science Process Skills,Creative Thinking,Problem Solving,Thinking Skills,Skill Development,Heat,Science Experiments,Instructional Effectiveness,Junior High School Students,Grade 7,Foreign Countries

The purpose of this study was to identify and describe the improvement of students' scientific process skills and scientific creativity. This type of research is quantitative descriptive research with thirty students of Class VII of the junior high school Negeri 12 with the main subjects of temperature and heat. The results showed that the improvement of science process skills with an average n-gain of 0.57 was in the medium category and the n-gain average of scientific creativity was 0.51 in the moderate category. The paired sample T-test shows that after using inquiry-based learning there is an increase in science process skills and scientific creativity with each sig value. &lt;0.05. The Product Moment correlation test also shows that the correlation between the variable science process skills and scientific creativity is 0.69 which means an increase in science process skills as well as an effect on the increase in scientific creativity. Students who are able to do tasks related to science process skills will also be able to do scientific creativity tasks, especially those related to temperature and heat material.
Emotional Intelligence Levels among Hearing-Impaired and Visually Impaired Students in Jordan
Author: Al-Khateeb, Akef Abdullah
Date: 2020-00-00
Type: Journal Articles
Subjects: Emotional Intelligence,Hearing Impairments,Visual Impairments,Students with Disabilities,Individual Differences,Empathy,Interpersonal Competence,Arabs,Adolescents,Foreign Countries,Special Education,Private Schools

The study examined the differences in the emotional intelligence levels among hearing-impaired and visually impaired students in Mafraq Governorate, Jordan. The study sample consists of 198 students; it is divided into 144 hearing-impaired and 54 visually impaired students who are enrolled in centers, schools, and institutions of special education of the academic year (2018-2019) in Jordan. To achieve the objectives of the study, the researcher developed a 38-item emotional intelligence scale in terms of four domains: Emotional knowledge, Emotional regulation, Empathy, and Social competence. The significance of validity and reliability is verified. The study results showed that the total degree of emotional intelligence among hearing-impaired students was low (M=1.51). The total degree of the emotional intelligence of the visually impaired students was medium (M=3.64). The results also revealed that there were statistically significant differences among hearing-impaired and visually impaired students in emotional intelligence as a whole and in all fields; the differences went in favor of visually-impaired students. The study recommended that the research and educational authorities, psychologists, and media officials should pay attention to individuals with auditory and visual disabilities and give them similar importance compared to normal people in terms of rights, facilities, values, and positive attitudes towards them.
Creating Space for Interactive Dialogue during Preschool Circle Time Using Play-Based Pedagogies and Dramatic Inquiry
Author: Deeg, Megan T.
Date: 2020-12-00
Type: Journal Articles
Subjects: Preschool Children,Preschool Education,Language Impairments,Interaction,Interpersonal Communication,Group Activities,Language Acquisition,Dialogs (Language),Learner Engagement,Drama,Inquiry,Language Usage,Play

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students' linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social, instructional, and academic language as well as multimodal actions to engage in interactive dialogue with their teachers and peers. Overall, students exhibited higher levels of linguistic engagement during traditional instruction; however, multimodal analysis revealed the ways students engaged in interactive dialogue during dramatic inquiry was far more complex. We conclude that dramatic inquiry created opportunities for students to learn and produce academic language and corresponding multimodal actions while regular instruction provided students opportunities to practice social and instructional language. Our analysis demonstrates the complexities of how preschoolers with language delays use different forms of verbal and non-verbal language to share their personal experiences and content knowledge with others. In all, this study emphasizes the importance of considering both quantitative and qualitative data when trying to understand how preschoolers engage in interactive dialogue in the classroom.
Future Translator Training Based on an Integrated Approach
Author: Nanivska, Lidiia L.
Date: 2020-00-00
Type: Journal Articles
Subjects: Translation,Teaching Methods,Professional Education,Second Languages,Language Processing,Linguistics,Majors (Students),Personality,Case Studies,Competency Based Education,Computer Software,Student Motivation,Moral Values,Ethics,Electronic Publishing,Dictionaries,Undergraduate Students,Foreign Countries

The aim of this research is to identify the efficiency of an integrated approach for the provision of high-quality professional training for future translators. The analysis uses a model that involves a case study based on integrated activity and competence-based approaches. It was tested on the translation of scientific and technical literature, which is a subject that is included in the educational and vocational program for training students majoring in philology and translation. To analyze data obtained during the pedagogical experiment, and to consider the dynamics of changes in the levels of bilingual, extralinguistic, interpretive, and personality development subcompetences (components of translation competence of students), we used STATA software and online resources for calculating independent t-test samples. The conducted research proved the efficiency of the experimental model involving the case study based on integrated activity and competence-based approaches to form and develop the translation competence of future translators. We found that the experimental model applied in the process of professional translator training had the most significant impact on the formation and development of extralinguistic sub-competence, interpreting sub-competence (which includes knowledge of general principles of translation, knowledge of means of automated translation and electronic dictionaries, skills and abilities of their use in practice), and bilingual sub-competency. The study proved that the model contributed to students' educational motivation and learning of moral and ethical rules that apply to life and work.